The Impact of Science Knowledge, Reading Skill, and Reading Strategy Knowledge on More Traditional "High-Stakes" Measures of High School Students' Science Achievement

Dados Bibliográficos

ID5798321
AutoresTenaha O’reilly (0000-0002-8513-9719, Educational Testing Service), D S Mcnamara (0000-0001-5869-1420, University of Memphis)
Ano2007
Volume44
Fascículo1
Páginas161-196
Data de publicação2007-03-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoAmerican Educational Research Journal (JOURNAL)
Identificadores do periódicoISSN: 0002-8312 • E-ISSN: 1935-1011
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.3102/0002831206298171
OpenAlexW2082956390
IdiomaEN
Citações recebidas45
Referências citadas84

This study examined how well cognitive abilities predict high school students' science achievement as measured by traditional content-based tests. Students (n = 1,651) from four high schools in three states were assessed on their science knowledge, reading skill, and reading strategy knowledge. The dependent variable, content-based science achievement, was measured in terms of students' comprehension of a science passage, science course grade, and state science test scores. The cognitive variables reliably predicted all three measures of science achievement, and there were also significant gender differences. Reading skill helped the learner compensate for deficits in science knowledge for most measures of achievement and had a larger effect on achievement scores for higher knowledge than lower knowledge students. Implications for pedagogy and science assessment are discussed

Knowledge level · Educational Strategies and Epistemologies · Science Education and Pedagogy · Visual and Cognitive Learning Processes