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dc.contributor.authorYu, Jennifer
dc.date.accessioned2021-09-07T18:47:57Z
dc.date.available2021-09-07T18:47:57Z
dc.date.issued2013-04-20
dc.identifier.urihttp://hdl.handle.net/1951/72194
dc.descriptionEducation panel
dc.description.abstractWith the Common Core Learning Standards added across content areas in 2011, there is a critical need for reading comprehension in the content areas, including science. Students find science text difficult science literacy is heavily based on new vocabulary and concepts and is information and fact based. There are factors that can affect students from being successful at reading content areas, which includes understanding (1) the science language, (2) vocabulary, (3) organization of the text, (4) motivation, and (5) reading without purpose and prior knowledge. This research paper investigates the reading strategies students use while they are reading text and the strategies they use to answer questions based off of the text. Then the strategies the students used to answer the questions are correlated to whether or not it is successful.
dc.language.isoen_US
dc.titleScience Literacy: Reading Strategies Among Secondary Reader
dc.typepanel
dc.contributor.organizationSt. John Fisher College
dc.description.institutionSUNY Brockport
dc.description.publicationtitleMaster's Level Graduate Research Conference
dc.source.statuspublished


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