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UGA AP Presentation 2010
Transcript of UGA AP Presentation 2010
What effect does content-based fiction reading
have on a high school forensics class’
perceptions of reading in the subject area? Importance of the Study
“The learning of sciences requires a learner to be proficient in the language of instruction as well as in the language of science, that is, acquiring the specialized vocabulary that characterizes the sciences.” (Dempster & Reddy, 2007, p. 907)
“Discussing ideas, along with reading and writing about them, is especially beneficial for building students' vocabularies and their ability to use complex sentence structures.” (Hapgood & Palincsar, 2006-2007, p. 59)
“The strongest single correlate of scores on the district science achievement test (IMS) was reading comprehension.” (Nolen, 2003, p. 56)
“Language is an integral part of science and science literacy – language is a means to doing science and to constructing science understandings; language is also an end in that it is used to communicate about inquiries, procedures, and science understandings to other people so that they can make informed decisions and take informed actions.” (Yore, Bisanz, & Hand, 2003, p. 691)
“Science literacy, as illustrated in the present special issue, and the interactive–constructivist model of learning and related teaching approaches outlined suggest that teacher education and professional development will need to assign a much more important role to language in doing and learning science and in science literacy.” (Yore & Treagust, 2006, p. 310)
“Ongoing modeling, mentoring, guided practice, and feedback should be offered by literacy coaches and others who have demonstrated competence in forming meaningful relationships with students that lead to higher levels of reading engagement and more productive content learning.” (Flint & Brozo, 2009, p.537) http://commons.wikimedia.org/wiki/File:Nuvola_apps_important.png Did the frequency of reading forensics novels change?
Students who said they did not read forensics materials decreased from a pre-test level of 63% non-forensics materials readers to a post-test level of 41%. Description of Results
How did students feel about the text?
The percentage of students who said they believed the class text is not interesting increased from 43% in the pre-test 43% to 60% in the post-test.
Other data shows only a slight difference from pre-test to post-test. How did students feel about forensics pleasure reading?
Students had a rise in thinking novels were interesting from pre-test 77% to post-test 90%.
The belief in forensics novels as a comprehension tool rose from pre-test 70% (10% strongly disagree) to post-test 83% (0% strongly disagree).
Students who stated pleasure reading was not conducive to learning in the classroom changed from a pre-test 93% positive or maybe to a post-test 80% positive or maybe. How did the teacher or reading strategies impact comprehension?
Students’ interest in having the instructor guide their reading shifted from the strongly agree and strongly disagree to the center.
16% growth in students’ utilization of reading strategies How did students feel about reading?
Students showed growth in enjoyment of reading books from the pre-test 63% to a post-test 77% with a general shift in all categories in the positive direction. The Intervention Recommendations
I plan to continue using novels in the classroom. Even if there is no significant change in using the text and novel, the added literacy benefits of using a novel in the classroom should increase test scores.
I plan to continue to grow the list of novels available to the students.
In addition to novels, it is my wish to add non-fiction to the available books. This would add some variety to the reading list while still allowing a non-textbook selection.
I plan on having a display unit on the books available to the students. The display will be student-made, stating a summary of the books separated into genres (i.e. novels, graphic novels, non-fiction, etc.).
I plan to share the information I have gathered with my colleagues on the benefits of reading in the classroom. The resulting discussion should include ideas relating to text versus non-text reading materials. This also aligns with the Georgia Department of Education’s goal of reading from most subjects' Georgia performance standards. http://sites.google.com/site/keithconnorseportfolio/