ROLE: Understanding the Connection between Science Achievement and Reading Achievement

研究人员观察到，阅读和科学成绩之间的相关性表明，学生在科学方面的糟糕表现可能是先前阅读能力差的结果。本研究旨在了解高中生是否因为阅读能力不足而未能成为有效的科学探究者。此外，该提案旨在确定课程和技术支持创新是否可以改善课堂上基于探究的科学学习。这是一项应用一些技术工具来协助课堂管理的低阅读能力学生学习更多科学知识的研究。研究人员将使用现有的系统，让学生有机会轻松记录他们不理解的单词和短语，这些单词和短语可以很容易地被老师评估为整个班级（复式日志）。此外，他们将应用一个工具来帮助教师理解个别学生和班级的评估结果，以便他们能够识别课堂上存在的阅读模式。课堂模式以视觉形式呈现给教师。CARAT是一个集成软件，它使用日志来创建文本的概念图，通过阅读不同类型的科学文本来支持学生学习科学。一些审稿人担心文本的选择。戈麦斯会用科学杂志的文章作为科学教材。调查人员将检查学生在有工具的学校和没有工具的学校的表现。他们将研究九年级和十年级24个班的科学老师。他们将在两个时间点收集阅读和科学成就的数据。他们会有教学背景、信仰和提案用途的数据。他们将制定科学成就的定性和定量指标（不确定这意味着什么），他们将制定标准来评估学生的书面“作品”。这项研究使用了实验组和对照组，学生们用复式日志记录他们的工作，他们也注释科学课本。实验将涉及3个条件：(1)学生有探究性科学，有注释文本和使用一种工具；(2)学生具有具有相同文本和图形组织者的探究性科学单元；(3)学生只有带有注释文本的探究性科学单元。学生将被跟踪从9年级到10年级。计算机软件用于促进教学，记录学生的科学学习，并监测学生在科学主题方面的进展。使用潜在语义技术的复杂的单词含义计算机建模将用于跟踪学生的理解和写作。然后，利用复杂的统计程序进行分析，包括对2004年至2007年收集的数据使用HLM的结构模型。

The researcher observes that a correlation between reading and science achievement suggests that poor student performance in science may be a result of prior poor reading ability. This study intends to learn whether high school students fail to be effective inquirers in science because of inadequacies in their reading abilities or not. Moreover, the proposal seeks to determine whether curricular and technological supportive innovations can improve inquiry-based science learning in classrooms. This is a study of the application of a number of technology tools to assist classroom management of students with low reading skills to learn more science. The researchers will use existing systems to give students a chance to easily document words and phrases they don't understand which can be easily assessed by the teacher for an entire class (double-entry log). Also, they will apply a tool to help teachers make sense of assessment results for individual students and classes so they can identify reading patterns that exist in a classroom. The classroom patters are presented to teachers in a visual format. CARAT is an integrating software that uses logs to create concept maps of text to scaffold students to learn science by reading different types of science text. Some reviewers were concerned about the choice of text. Gomez would use science magazine articles as the science text. The investigators will examine student performance in schools in which students and teacher have access to the tools and schools where they don't. They will be studying ninth and tenth grade science teachers in 24 classes. They will collect data on reading and science achievement at two points in time. And they will have data on teaches background, beliefs, and uses of the proposals. They will do qualitative and quantitative indicators of science achievement (not sure what that means) an they will develop rubrics to rate written student "artifacts". The study uses treatment and control groups and a doubly-entry log for students to note their work, they also annotate science texts. The experiment will involve 3 conditions: (1) students have inquiry science with annotated text and access to one tool; (2) students have inquiry science units with same text and a graphic organizer; and, (3) students have only inquiry science units with annotated texts. Students will be followed from 9th to 10 grade. Computer software is used to facilitate instruction, document student science learning, and monitor student progress in science topics. Sophisticated computer modeling of word meaning with Latent Semantic Technology will be used to track student understanding and writing. Then the analysis would be conducted with sophisticated statistical procedures including structural models with HLM for data collected between 2004 and 2007.