Teaching reading strategies in science and social sciences in secondary education

Abstract

Many school subjects are taught within the frame of context-based education, which require sufficient reading skills to understand written subject-specific content and real-life information. Yet many students have difficulties to fully understand subject-specific texts and text-related questions. The current study focused on the design, implementation and evaluation of a lesson series in which upper-secondary school students were supported in reading subject-specific texts and assignments. Students showed progress in two of the four reading strategies that were addressed in the lesson series. Moreover, the participating teachers evaluated the lesson series positively, but preferred to integrate some of the working elements in their regular classes. Finally, the teachers reported to become more aware of different ways to support students' reading in their classes.