Teaching Reading in Science: Personal Professional Reflections

By Dr. Willard Brown, Science Teacher and SLI Network Participant from Skyline High School, Oakland CA.

Notes from a presentation to preservice middle and secondary school teachers of mathematics, science and language arts in a reading class at the University of California, Berkeley on 4/20/01. The class appreciated this account from a "real teacher" about the why's and how's of embedding reading instruction in the content areas, using a Reading Apprenticeship™ (RA) framework.

In the fall semester my classes progress less quickly through the textbook than some of my colleagues' classes that are not using RA or the like. By spring we have caught up or passed by because students are reading more independently.

Interacting with Students

• Introducing reading apprenticeship in science room was awkward at first. Students complained:

  "This is not English class."

  "I already understand the text."

  "How will this help me in science?"

• Presenting a clear rationale for Reading Apprenticeship™ (RA) in science is essential.
• The social climate needed in RA is conducive to learning challenging science concepts, inquiry processes and problem solving.
• Reflective Reading Logs and Reciprocal Teaching Logs provide considerable insight into thinking processes and content comprehension.
• Students trained in the metacognitive strategies of RA are able to proactively identify content that they are struggling with.

• My principals have been supportive. In the Oakland Unified School District, teaching reading is currently important, so RA teachers get a lot of attention.
• Few parents have expressed a view on the RA program. Some have commented that the assignments are long.
• Most of my colleagues have a neutral to slightly positive stance toward RA.
• A typical statement is: "I just explain it all to them in class."
• I sought and found colleagues who could support me professionally as a teacher of reading.

• Science teachers are obligated to meet both teaching standards and content standards.
  • RA represents best practices for science teachers.
  • Students need to leave our classes able to make meaning out of science text.
• In the fall semester my classes progress less quickly through the textbook than some of my colleagues' classes that are not using RA or the like. By spring we have caught up or passed by because students are reading more independently.
• In my experience, class time spent developing reading skills is, at least partially, regained as students are able to make meaning of science text more independently.
• RA activities such as Reciprocal Teaching, Think-Aloud, and Graphic Organizers can be used to deliver content in place of direct instruction for core curriculum and enrichment.

• Science inquiry is the heart of science classes.
• I find parallels between RA and science inquiry. So RA supports student development of science inquiry skills.
  • Question-Answer Relationship (QAR) parallels questioning in science inquiry
  • Metacognitive skills in RA parallel those in science inquiry