The reading–science learning–writing connection: Breakthroughs, barriers, and promises

Holliday, William G.; Yore, Larry D.; Alvermann, Donna E.

doi:10.1002/tea.3660310905

Cited by 173 publications

(125 citation statements)

References 58 publications

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“…We subjected the measure of conceptual knowledge to an analysis of content validity. The science education professor working with the project determined that the materials available to the learner, the question, and the open-ended writing opportunity followed by the prompted response opportunities gave us a sensitive indicator of the depth of conceptual understanding about this science topic (Holliday, Alvermann, & Yore, 1994).…”

Section: Measurement Characteristics Of Constructsmentioning

confidence: 99%

Does concept-oriented reading instruction increase strategy use and conceptual learning from text?

Guthrie

Meter²,

Hancock

et al. 1998

Journal of Educational Psychology

103

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The authors define reading engagement as the mutual support of motivations, strategies, and conceptual knowledge during reading. To increase reading engagement, a collaborative team designed a year-long integration of reading/language arts and science instruction (Concept-Oriented Reading Instruction, CORI). The authors compared students who received this instruction to similar students who received traditionally organized instruction aimed toward the same objectives. A path analysis showed that CORI had a positive effect on strategy use and text comprehension for students at Grades 3 and 5 when accounting for past achievement and prior knowledge. CORI also had a positive, indirect effect on conceptual knowledge mediated by strategy use, and this instruction facilitated conceptual transfer indirectly through several paths simultaneously. The findings are discussed in relation to a growing literature on instructional contexts for motivated strategy use and conceptual learning from text. The term engagement in reading refers to the motivated use of strategies and conceptual knowledge during reading. These processes operate dynamically, increasing over time. The engaged reader is in a continual process of activating and extending his or her conceptual understanding. As the individual reads, he or she acquires core knowledge that lies at the heart of the domain (Alexander, Schallert, & Hare, 1991; Chi, DeLeeuw, Chiu, & Lavancher, 1994). For example, conceptual knowledge of a topic such as adaptation includes information about species, habitats, life cycles, and evolutionary change. Particular propositions about a species and its habitat are related to each other, and broad principles form a network of understanding (Alexander, Jetton, & Kulikowich, 1996; Chi et al., 1994). From our perspective, conceptual transfer occurs when the student uses conceptual knowledge to address a new question or to solve a problem. Engaged readers use and regulate strategies to enhance their conceptual understanding. Using prior knowledge (Anderson & Pearson, 1984), and posing questions as they explore their environment, engaged readers are involved in a process of searching (Singer & Donlan, 1982). They read multiple texts, examine a variety of documents, and extract critical details (Guthrie, Weber, & Kimmerly, 1993). As engaged readers succeed in searching, they use strategies for integrating information (Dole, Duffy, Roehler, & Pearson, 1991) from expository and narrative texts (Graesser, Gold

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Section: Measurement Characteristics Of Constructsmentioning

confidence: 99%

Does concept-oriented reading instruction increase strategy use and conceptual learning from text?

Guthrie

Meter²,

Hancock

et al. 1998

Journal of Educational Psychology

103

View full text Add to dashboard Cite

show abstract

“…This includes more general findings on knowledge organization in expertise, the role of prior knowledge (both conceptual and cultural) in learning, and conditions that facilitate the transfer of knowledge (NRC, 2000a). It also includes specific findings on characteristics of content area text that affect comprehension and learning as well as procedures for teaching students to learn from reading texts (Alexander & Kulikowich, 1994;Holliday, Yore, & Alvermann, 1994;Hynd, McWhorter, Phares, & Suttles, 1994), and content-specific instructional strategies and representations that support student learning (Chinn & Brewer, 1993;Guzzeti, Snyder, Glass, & Gamas, 1993;Scott, Asoko, & Driver, 1992;Smith, Blakeslee, & Anderson, 1993;White & Frederiksen, 1998). These findings have implications for the design of texts and teacher's guides, and can serve as the basis for criteria to judge the quality of curriculum materials (Good & Shymansky, 1986;NRC, 1999NRC, , 2000aNRC, , 2000b.…”

mentioning

confidence: 99%

How well do middle school science programs measure up? Findings from Project 2061's curriculum review

2002

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The purposes of this study were to examine how well middle school programs support the attainment of key scientific ideas specified in national science standards, and to identify typical strengths and weaknesses of these programs using research-based criteria. Nine widely used programs were examined by teams of teachers and specialists in research on teaching and learning. Reviewers found that whereas key ideas were generally present in the programs, they were typically buried between detailed or even unrelated ideas. Programs only rarely provided students with a sense of purpose for the units of study, took account of student beliefs that interfere with learning, engaged students with relevant phenomena to make abstract scientific ideas plausible, modeled the use of scientific knowledge so that students could apply what they learned in everyday situations, or scaffolded student efforts to make meaning of key phenomena and ideas presented in the programs. New middle school science programs that reflect findings from learning research are needed to support teachers better in helping students learn key ideas in science. The criteria and findings from this study on the inadequacies in existing programs could serve as guidelines in new curriculum development. ß

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“…More specifically, Quitadamo and Kurtz (2007) in their study demonstrated that writing helps students enhance their inference skills. Writing is effective because students must not only organize their thoughts conceptually but also monitor their awareness of thinking processes (Langer & Applebee, 1987;Ackerman, 1993;Holliday, 1994;Rivard, 1994).…”

Section: International Journal Of Research Studies In Language Learnimentioning

confidence: 99%

The effect of inference-making, deduction, and self-monitoring on EFL learners' language achievement, reading, and writing ability

Bagheri¹,

Ghanizadeh²

2015

IJRSLL

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In line with the studies demonstrating the positive relationship between critical thinking ability, self-regulation and language proficiency, this study aimed to particularly examine the impact of the two subcomponents of critical thinking, i.e., inference-making and deduction, as well as one subcomponent of self-regulation, i.e., self-monitoring, on EFL students' overall language achievement, reading and writing achievements. To the best of researchers' knowledge, there is no documented study investigating the relationship between these constructs among EFL learners. To achieve the purpose of the study, 120 EFL university students were selected according to a convenience sampling from Hakim Sabzevari University, a city in the north-east of Iran. They were asked to complete the "Watson-Glaser's Critical Thinking Appraisal" and the "Self-Regulation Trait Questionnaire". They were also requested to report the grade point average of their previous term together with their reading and writing scores on these courses. The results showed that there is a significant relationship between EFL learners' inference-making, deduction, self-monitoring and their language achievement as well as their reading and writing ability. Subsequent data analyses demonstrated that among the variables, self-monitoring is the most powerful predictor of language achievement. In addition, the results revealed that the three mentioned variables can predict about 27 percent of language achievement. This study has some implications for educators and administrators to take full advantage of these associations by establishing guiding principles for enhancing EFL university students' self-monitoring, inference-making, and deduction.

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The reading–science learning–writing connection: Breakthroughs, barriers, and promises

Cited by 173 publications

References 58 publications

Does concept-oriented reading instruction increase strategy use and conceptual learning from text?

Does concept-oriented reading instruction increase strategy use and conceptual learning from text?

How well do middle school science programs measure up? Findings from Project 2061's curriculum review

The effect of inference-making, deduction, and self-monitoring on EFL learners' language achievement, reading, and writing ability

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