There is considerable consensus that students spend the primary years of school learning to read ... more There is considerable consensus that students spend the primary years of school learning to read before progressing in grades 4 and above to reading to learn. Chall (1996) initially described this phenomenon as stages of reading development; she clarified that learning to read differs for beginning and skilled readers, changing as youngsters develop greater proficiency in reading. In Chall’s beginning stages, youngsters acquire proficiency in learning to decode and read texts that rely on language within their experience. As they become more proficient as readers, they start reading to learn. Reading becomes a means of acquiring knowledge about the world. Readers typically encounter less familiar and more complicated concepts, sentence structures, and text genres than in earlygrades texts. The advent of the digital age and the ubiquitous access to informational media have increased the likelihood that readers encounter material for which they have limited prior knowledge (e.g., Gold...
This article reports the results of a randomized control trial of a semester-long intervention de... more This article reports the results of a randomized control trial of a semester-long intervention designed to promote ninth-grade science students’ use of text-based investigation to create explanatory models of biological phenomena. The main research question was whether the student participants in the intervention outperformed the students in the control classes, as assessed by several measures of comprehension and application of information to modeling biological phenomena not covered in the instruction. A second research question examined the impact on the instructional practices of the teachers who implemented the intervention. Multilevel modeling of outcome measures, controlling for preexisting differences at individual and school levels, indicated significant effects on the intervention students and teachers relative to the controls. Implications for classroom instruction and teacher professional development are discussed.
There is considerable consensus that students spend the primary years of school learning to read ... more There is considerable consensus that students spend the primary years of school learning to read before progressing in grades 4 and above to reading to learn. Chall (1996) initially described this phenomenon as stages of reading development; she clarified that learning to read differs for beginning and skilled readers, changing as youngsters develop greater proficiency in reading. In Chall’s beginning stages, youngsters acquire proficiency in learning to decode and read texts that rely on language within their experience. As they become more proficient as readers, they start reading to learn. Reading becomes a means of acquiring knowledge about the world. Readers typically encounter less familiar and more complicated concepts, sentence structures, and text genres than in earlygrades texts. The advent of the digital age and the ubiquitous access to informational media have increased the likelihood that readers encounter material for which they have limited prior knowledge (e.g., Gold...
This article reports the results of a randomized control trial of a semester-long intervention de... more This article reports the results of a randomized control trial of a semester-long intervention designed to promote ninth-grade science students’ use of text-based investigation to create explanatory models of biological phenomena. The main research question was whether the student participants in the intervention outperformed the students in the control classes, as assessed by several measures of comprehension and application of information to modeling biological phenomena not covered in the instruction. A second research question examined the impact on the instructional practices of the teachers who implemented the intervention. Multilevel modeling of outcome measures, controlling for preexisting differences at individual and school levels, indicated significant effects on the intervention students and teachers relative to the controls. Implications for classroom instruction and teacher professional development are discussed.
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