Montelongo, J. A., & Herter, R. J. (2010). Using technology to support expository reading and writing in science classes. Science Activities, 47(3), 89-102. doi: 10.1080/00368121003801388
The authors of this theoretical research article explored the use of technology in science classrooms as a means of developing stronger reading and writing skills in students. The authors further detail a number of different strategies that educators can use to promote literacy skills through reading and writing in the classroom.
The authors suggested that by scaffolding reading and writing activities, science educators help students acquire scientific knowledge and new vocabulary. The modified sentence-completion task is a strategy that links content knowledge with learning to read and write expository texts. The authors proposed using graphic organizers to help students distinguish main ideas from supporting details in text. Once students have a grasp on the topic of the reading, they then use the modified sentence-completion task to fill in blanks and abstract the text to rewrite the paragraph in their own words. This strategy is even more effective when scaffolded through the use of a Web-based program featuring a template for sentence completion and organizing main ideas and supporting details of the text. The authors advocated for the use of technology in the science classroom, as it is effective in allowing students to become engaged in their own learning through reading and writing.
Educators can use the information from this study to incorporate effective reading and writing instruction in science lessons through activation of prior knowledge and allowing students to rework science texts into their own words in order to grasp content. Educators should incorporate the use of technology in order to get students engaged with the texts and develop reading and writing skills to promote literacy in the classroom.
The authors of this theoretical research article explored the use of technology in science classrooms as a means of developing stronger reading and writing skills in students. The authors further detail a number of different strategies that educators can use to promote literacy skills through reading and writing in the classroom.
The authors suggested that by scaffolding reading and writing activities, science educators help students acquire scientific knowledge and new vocabulary. The modified sentence-completion task is a strategy that links content knowledge with learning to read and write expository texts. The authors proposed using graphic organizers to help students distinguish main ideas from supporting details in text. Once students have a grasp on the topic of the reading, they then use the modified sentence-completion task to fill in blanks and abstract the text to rewrite the paragraph in their own words. This strategy is even more effective when scaffolded through the use of a Web-based program featuring a template for sentence completion and organizing main ideas and supporting details of the text. The authors advocated for the use of technology in the science classroom, as it is effective in allowing students to become engaged in their own learning through reading and writing.
Educators can use the information from this study to incorporate effective reading and writing instruction in science lessons through activation of prior knowledge and allowing students to rework science texts into their own words in order to grasp content. Educators should incorporate the use of technology in order to get students engaged with the texts and develop reading and writing skills to promote literacy in the classroom.