Reading and Science A Home Science Reading Project

Reading and Science  Grant  Dr. Zhihui Fang in Reading  Dr. Rose Pringle in Science  Dr. Linda Leonard Lamme in children’s literature  Research Project to determine if  15 minute reading mini-lesson  Books read at home  Impact students learning in science and reading

Reading Research Support Factors that influence school success: Reading at home Reading trade books in addition to textbooks Bridging the gap between home and school More time spent reading Book Access Book quality Opportunities for reader response

Science Research  Reading science books increases science knowledge  Home involvement increases science knowledge  Books increase interest in science

Goals  Increase science knowledge  Increase reading ability  Increase time spent reading  Increase exposure to high quality science literature  Increase family interactions with books  Develop positive attitudes toward science and reading

Program Development  Purchase good books  Accurate Science  Well-written  NSTA Outstanding books  Orbis Pictus Books  Variety of reading levels  Broad coverage of science areas  Book Bins  Checkout sheets  Book Record Forms

Procedures  Check out books  Return books one week later  Fill out Reading Record Forms  Respond to books  Check out new books

Data Sources  Classroom Observation during checkout and book returns  Interviews of Students  Reading Record Forms  Checkout records  Student surveys  Parent surveys

Issues and Solutions  TimeStreamline checkout  Too few booksPurchase a few more  Voluntary Participation  Teacher buy-inTeacher Model  Book lossLabels

Findings  Standardized tests with Control Group  Significantly higher reading scores  Significantly higher science knowledge  No significant difference in attitudes toward science or reading

Findings  Students read up to 20 science books  Book selection critical  Some students did not read any books  Some books were popular  Some students preferred one branch of science

Checkout Conversations  I’m gonna share this with my Dad!  Where’s the frog book? I wanted the frog book!  Ahhhh! Birds!  You got THAT book? Wow!  I want that one. It’s Mine!  Hurry up. I want to start reading.

Book Responses  Factual  The biggest muscle in your body is your thigh  How lions fight  Bizarre  People flush stupid things down a toilet  A dude lived for 7 years with a spike in his head  Analytical  Forced wording (Edison worked tirelessly)  Websites to verify information

Role of Teacher  Elaborate  Provide science terminology  Ask questions to keep attention  Relate book to curriculum  Ask science questions  Tell personal stories

Family Perspectives  Loved the program  Read some of the books  Discussed the books  Wanted more information about the program  Varied in the amount of participation  Complained about a Charles Darwin book

Next Study  Train teachers  How to find good books  How to teach about nonfiction informational books - formats, etc.  How to organize program  Need to make it a requirement  Better communication with families

Student Perspectives  Varied greatly  Participated weekly  Participated occasionally  Never participated  Wanted more book selections  Thought the program should be mandatory  A few stated that reading was a burden  A few said that reading brought their family together

Trends in Nonfiction Literature  Accuracy and authenticity  Narrative nonfiction  Student appeal  Multiple genres  Focus on one small topic  Thorough coverage  Diversity of issues and topics

Parting Thoughts  Feelings of the researcher  Thrilled  To purchase so many good books  To see the enthusiasm of the students  To hear the conversations about books  That the teachers continued the program  Concerned  That those who needed it most did not participate  That the program costs money