Using Appropriate Strategies to Improve Students' Comprehension of Chemistry Texts: A Guide for Chemistry Teachers

Abstract

Traditionally, the textbook has been the most frequently used instructional and learning aid in the hands of the teacher and the learner, through which officially prescribed curriculum is transacted. On many occasions, chemistry textbooks are challenging because they contain too many unknown  technical terms, new ideas, and densely packed information. In addition, their complex organization and even unfriendly physical layout constitute serious reading comprehension difficulties. Undoubtedly, effective learning of chemistry requires good possession of reading comprehension skills. When students have reading comprehension difficulties, they have little or no ability of understanding written texts. This inability to read and understand what is read, means learning of chemistry may be stunted and sometimes hopelessly crippled at the grassroot. Unfortunately, contemporary research insight into science reading is lacking and science educators tend to focus on methods of teaching specific subject matter and students� misconceptions. As a result, learners lack the skills and strategies involved in reading and hence having reading comprehension difficulties. To help solve some of this problems, comprehension strategy instruction that can be adopted to assist less skilled readers acquire skills necessary for successful comprehension of chemistry texts are offered.