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Using Science Texts to Foster Informational Reading Comprehension
Author(s) -
Detillion Ron
Publication year - 2021
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1991
Subject(s) - reading comprehension , comprehension , vocabulary , reading (process) , class (philosophy) , psychology , focus (optics) , contrast (vision) , mathematics education , linguistics , reciprocal teaching , computer science , artificial intelligence , philosophy , physics , optics
In this article, I showcase an informational text reading comprehension unit that centers on text features commonly found in science textbooks. I taught this unit to a sixth‐grade class and highlighted the work samples of three focal students here. The overarching question that guided this work was as follows: How can I focus my instruction on three common text structures in informational texts: compare and contrast, cause and effect, and description? Moreover, I show how students’ interaction with informational texts, such as engaging activities, note‐taking, and vocabulary, aided in comprehension.