Index of science reading awareness: An interactive-constructive model, test verification, and grades 4-8 results
The purpose of this study was to develop and verify the Index of Science Reading Awareness (ISRA) based on a model of an efficient, successful interactive‐constructive science reader and three independent metacognitive awareness domains. Several researchers have noted the need for efficient, reliabl...
Saved in:
Published in: | Journal of research in science teaching Vol. 35; no. 1; pp. 27 - 51 |
---|---|
Main Authors: | , , |
Format: | Journal Article |
Language: | English |
Published: |
New York
Wiley Subscription Services, Inc., A Wiley Company
01-01-1998
|
Subjects: | |
Online Access: | Get full text |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Summary: | The purpose of this study was to develop and verify the Index of Science Reading Awareness (ISRA) based on a model of an efficient, successful interactive‐constructive science reader and three independent metacognitive awareness domains. Several researchers have noted the need for efficient, reliable, and valid measures of metacognition. ISRA data collected on 532 students (Grades 4–8) were analyzed using factor analyses, linear structural modeling, and analyses of variance (ANOVAs) to help verify the model and the test. The factor analyses and linear structural modeling indicated that these data did not support the assumption about the three independent metacognitive awareness domains, but suggested that the model and the test were structured around the design features of science reading, science text, and science reading strategies. One‐way ANOVAs indicated significant, predicted reading ability and gender differences but unexpected grade‐level differences. The composite metacognitive awareness data indicated that most Grade 4–8 students have surface knowledge about science reading, science text, and science reading strategies, and indicated specific targets for explicit science reading instruction. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 27‐51, 1998. |
---|---|
Bibliography: | istex:EF515FB0923A68C59BE9ADF87B795080AB7F2BF5 ark:/67375/WNG-KPGK5666-Q ArticleID:TEA3 |
ISSN: | 0022-4308 1098-2736 |
DOI: | 10.1002/(SICI)1098-2736(199801)35:1<27::AID-TEA3>3.0.CO;2-P |