In the article, The effect of syntax and lexical complexity on the comprehension of elementary science texts” the author Diane Arya examines the challenges educators must face when integrating literacy into the content area of science based on text complexity. Science unlike other content areas utilizes a reader’s experienced prior knowledge. Experiences are critical when comprehending scientific text;” science texts provide readers with a purpose for reading and additional exposures to key science concepts that lead to deeper conceptual understanding.
The authors of“ Stuents Close Reading of Science Text” are in agreement of the diffculut level of language utlize in scientic texts; “ the language used in some science texts far exceeds the experiences and reading abilities of many students” How can an educator recreate experiences for students to fill in the lack of prior knowledge some students may not have been exposures to? This can be dealt with through creating hands on learning experiences, for example class experiments. Prior knowledge is seen throughout literacy, but is pivotal in science text, which are based on observations and experiments.
Collaborative strategic reading is in support of establishing and activating the prior knowledge needed to comprehend scientific texts. The authors of“ The efficacy of collaborative strategic reading in middle school science and social students classes” identify the importance of previewing within instruction as students are able to understand the propose of reading as well as“ connecting student’s to prior knowledge and associations with the text” (CSR article) In the content area of science a student utilizes a given text and experiences, which leads to comprehension.
As Arya discussed prior knowledge as a “In the development of student science texts, there is a tension between conceptual explicitness ( which often requires more complex syntactical realizations an rare, concept-orientated vocabulary words) and linguistic simplicity ( which generally requires less complex syntax realizations and simpler vocabulary)” The syntax proposed to students in the upper elementary science text books are not geared towards comprehension but they delivery of information that must be digested by student through other platforms.
The use of a science text is as good as a student’s ability to comprehend the information provided. Experiential learning is one way for students to “extend scientific concepts. ” Text features provide students with a closer look on concepts that may have not been fully exposed in the text. In science this could be in the form of vocabulary words, diagrams, or charts.
Annotating is another strategy which supports students with comprehending a given text;” students can annotate keywords, or phrases, confusing concepts, inferences, main ideas and so on, all related to the lesson purpose: (close reading) This shift in text complexity is not being proposed by just teachers or administration, but state standards; “… the new Common Core Standards in English language arts ( CCSS, 201) has upped the ante on standards of text complexity; educators are being challenged by these standards to increase complexity of text students read at every grade level by at least a half grade measured readability.
To fully address this shift in meeting the needs of students based on text complexity educators must have a 360 degree view on text complexity specifically in the content area of science. Syntax traditional is look at in psychological terms as” the longer the sentence, the greater the likelihood the multiple discrete ides, called propositions are embed in it. ” In most cases this is the truth; however in science- based text the reader is also left to string a series of short sentences together resulting in a cohesion model.
This model leads the reader to pull on their ability to utilize other strategies such as cause and effect, problem-solution, or sequence. Text complexity is not always based off of sentence length. With the addition of Common Core State Standards requiring literacy to be weaved into content area instruction, educators must revisit instructional practices. How is close reading instruction effected specifically by science text? The article“ Students Close Reading of Science Texts” sheds light on answering this specific question.
In order to understand how to incorporate science texts into close reading one must understand what close reading is;” close reading represents one type of classroom reading in which a small or large group of students“ have a go at a text. Students become the primary investigators of the text and its meaning. During close reading, students explore the deep structures of a text identifying the ” bones of the passage. ” ( content article).
An educator might shy away from utilizing science text with close reading, however the text complexity of science text can be challenging in support of Diana Arya findings in the article “The effect of syntacila and lexical complexity on the comprehension elementary science text” Scaffolding reading provides a reader with intentionally strategies to use each time the text is reread. As students are exposed to a new layer of understanding to deepen their knowledge of a specific topic cooperative groups create space for discussion groups and the organization of information.
This strtegt is congruent with the structec presented by Hurst and Pearman in the article “Teach Reading? But I am not a Reading Teacher. ” Congruent “Closely adding scientific text demands deep engagement with the test to understand it content requiring students to assess the validity of text claims, infer meanings, and use text structures to facilitate comprehension. ” (content) When working with scientific text it is essential for students to not just know what they are reading but why they are reading a specific text through setting the purpose for close reading.
Previewing is in line with one of the strategies identified in Collaborative Strategic Reading. Close reading is a cycle that strengthens a readers understanding each time information is read again with purpose. This form of repetition is crucial when tackling scientific text due complex sentence structure; “ rereading is probably the number one strategy independent readers use when something stumps them in a text… independent readers have learned that rereading can help them figure out text they did not understand the first time… ” (but I am not a reading teacher)