Teaching text structure in science education: What opportunities do textbooks offer?

Abstract

A body of research has shown the merits of text structure instruction and advocates the integration of reading instruction in content learning. In view of the Component Model of Reading, which underscores the importance of ecological components such as textbook content, we conducted a materials analysis of seven Dutch science teaching programs developed for grades 3–6, to examine to what extent these materials are appropriate for text structure instruction. Results show that the materials do offer opportunities for text structure instruction but are not suitable for a step-by-step implementation and practice of knowledge and skills related to text structure. Textbooks offer too few clear organized single-structured texts, and not all text structures are sufficiently represented. Programs differ strongly in text length, segmentation and use of introductions. Illustrations and assignments hardly connect to the text structure. These results call for design-based research to develop materials that foster literacy via science education.