Teaching Reading in Mathematics and Science

Author: Barton, M.L., Heidema, C., Jordan, D.
Publisher: Association for Supervision and Curriculum Development (ASCD)
Publication Date: 2002, November
Journal: Educational Leadership
Journal Volume: 60(3)
Pages: 24-28
Available for purchase online at: http://www.ascd.org/publications/educational_leadership/nov02/vol60/num03/abstract.aspx#Teaching_Reading_in_Mathematics_and_Science

Abstract (written by WestEd)

"I'm a math [science] teacher. I wasn't trained to teach reading." Helping students read math and science textbooks is not the same as teaching students to read. Rather, it is aiding students in reading to learn and understand math and science.

The authors present three strategies that math and science teachers can use in this effort.

1. Activate prior content knowledge to help students make logical connections, draw conclusions, and assimilate new ideas. A web graphic organizer depicts connections and a set of teacher-generated questions that challenge or support students' prior knowledge, beliefs, and experiences and can be used before and after a reading selection.
   
   
2. Master vocabulary by constructing meaning through a variety of learning activities, rather than merely looking up definitions in dictionaries, which does not help much.
   
   
3. Make sense of text style by actively surveying and questioning the author's intent and message as the students read. For example, the author of literature often states the main idea in the introduction, while math problems and text may give the main idea at the end.
   

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