Many resources are available to elementary teachers who wish to support science learning with literature. Unfortunately, somewhere between middle school and high school, the emphasis on using literature to teach science content—particularly the exercise of reading aloud—has all but disappeared. However, the practice of reading aloud is helpful because most students have higher listening comprehension than reading comprehension (Trelease 2006)—low-reading level students, English language learners, and auditory learners in particular, tend to understand what they hear better than what they read. This article provides suggestions for including the practice of reading aloud in the high school science classroom.
Details
Type Journal ArticlePub Date 7/1/2008Stock # tst08_075_05_33Volume 075Issue 05