The Language Demands of Science Reading in Middle School
Bibliographic Data
| ID | 23367151 |
|---|---|
| Authors | Zhihui Fang (0000-0002-1822-4331, University of Florida, corresponding author) |
| Year | 2006 |
| Volume | 28 |
| Issue | 5 |
| Pages | 491-520 |
| Publication date | 2006-04-14 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500690500339092 |
| OpenAlex | W2089239298 |
| Language | EN |
| Citations received | 73 |
| References cited | 20 |
The language used to construct knowledge, beliefs, and worldviews in school science is distinct from the social language that students use in their everyday ordinary life. This difference is a major source of reading difficulty for many students, especially struggling readers and English‐language learners. This article identifies some of the linguistic challenges involved in reading middle‐school science texts and suggests several teaching strategies to help students cope with these challenges. It is argued that explicit attention to the unique language of school science should be an integral part of science literacy pedagogy.
Construct (python library) · Linguistics · Literacy · Mathematics education · Pedagogy · Reading (process) · Science education · Scientific Literacy · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy
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| Unique citing works | 73 |
|---|---|
| Citations per year | 4,06 |
| Citation span | 2008 - 2026 (19) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 70 |