Metacognitive support for reading in science classrooms

Computer-Supported Collaborative Learning Conference, CSCL

Volumn , Issue PART 1, 2008, Pages 342-349

  Herman, Phillip ^a   Gomez, Louis M ^a   Gomez, Kimberley ^b   Williams, Adam ^a   Perkins, Kristen ^a  

^a NORTHWESTERN UNIVERSITY   (United States)

^b UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ENVIRONMENTAL SCIENCE; HIGH SCHOOL STUDENTS; INQUIRY-BASED LEARNING ENVIRONMENTS; METACOGNITIVE SKILLS; METACOGNITIVE SUPPORT; READING ABILITIES; SCIENCE CLASSROOM; SCIENCE INSTRUCTIONS;

CHARACTER RECOGNITION; COMPUTER AIDED INSTRUCTION; TOOLS;

STUDENTS;

EID: 84880409989     PISSN: 15734552     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (18)

1. Anderson, V. (1992). A teacher development project in transactional strategy instruction for teachers of severely reading-disabled adolescents. Teaching & Teacher Education, 8, 391-403.
2. Balfanz, R, McPartland, J. M., and Shaw, A. (2002). Re-conceptualizing extra help for high school students in a high standards era. Baltimore, MD: Center for Social Organization of Schools, Johns Hopkins University.
3. Biancarosa, C, & Snow, CE. (2006) Reading Next-A Vision for Action and Research in Middle and High School Literacy: A Report to Carnegie Corporation of New York (2nd Ed.). Washington, DC: Alliance for Excellent Education.
4. Collins, C. (1991). Reading instruction that increases thinking abilities. Journal of Reading, 34, 510-516.
5. Gomez, K., Gomez, L. M, & Herman, P. (2008). Conspicuous strategies to support reading to learn: Preparing urban youth to engage in science inquiry. Manuscript submitted for publication.
6. Gomez, L., Herman, P., & Gomez, K. (2007). Integrating text in content-area classes: Better supports for teachers and students. Voices in Urban Education, 14, 22-29.
7. Heller, R. & Greenleaf, C. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school improvement. Washington, DC: Alliance for Excellent Education.
8. Kintsch, E., Steinhart, D., Matthews, C, Lamb, R, and LSA Research Group (2000). Developing summarization skills through the use of LSA-based feedback. In J. Psotka (Ed.). Special Issue of Interactive Learning Environments, 8(2), 87-109.
9. Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York: Cambridge University Press.
10. National Center for Education Statistics. (2003). Remedial education at degree-granting postsecondary institutions in fall, 2000. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
11. National Center for Education Statistics. (2005). The Condition of Education 2005 (NCES 2005-094). Washington, DC: U.S. Government Printing Office.
12. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office.
13. National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy Press.
14. Pressley, M., El-Dinary, P.B., Gaskins, I., Schuder, T., Bergman, J., Almasi, J., et al. (1992). Beyond direct explanation: Transactional instruction of reading comprehension strategies. The Elementary School Journal, 92, 511-555.
15. Ridley, D. S., Schutz, P. A., Glanz, R. S., Weinstein, C. E. (1992). Self-regulated learning: The interactive influence of metacognitive awareness and goal-setting. Journal of Experimental Education, 60, 293-306.
16. Sherer, J., Gomez, K., Herman, P., Gomez, L., White, J., & Williams, A. (in press). Literacy infusion in a high school environmental science curriculum. In K. Bruna and K. Gomez (Eds.), Talking science, writing science: The work of language in multicultural classrooms. Mahwah, NJ: Laurence Erlbaum.
17. Touchstone Applied Science Associates (TASA). (1999). DRP Program: The readability standard. Brewster, N.Y: Author.
18. Yore, L. D., & Shymansky, J. A. (1991). Reading in science: Developing an operational conception to guide instruction. Journal of Science Teacher Education, 2, 29-36.