Instituting a Meaningful Reading & Writing Program in a High School Science Class

Details Instituting a Meaningful Reading & Writing Program in a High School Science Class Instituting a Meaningful Reading & Writing Program in a High School Science Class

Dec 2002

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2002aas...201.5303g&link_type=abstract

American Astronomical Society, 201st AAS Meeting, #53.03; Bulletin of the American Astronomical Society, Vol. 34, p.1195

Computer Science

Learning

Scientific paper

Studies such as the National Assessment of Educational Progress (NAEP 2001) show that minority students score lower on tests of both reading and math skills when compared to white peers. In order to counter this effect, recent research has shown, particularly for high school students, that reading and writing skills should be taught as part of student learning in an academic discipline. We have been working in this manner with several lower track science classes at East Side High School (Gainesville, FL), a high school serving a predominantly African-American and poor community. We present a summary of our work which includes intensive reading and writing, use of high level scientific texts, and external writing coaches. We discuss preliminary results and implication to other outreach programs.

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