Date of Award
2010
Document Type
Thesis
Publication Status
Version of Record
Submission Date
October 2026
Abstract
Intermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to access and use information found in science texts. Unfortunately, many students struggle to read and understand science texts (Michalsky, Mevarech, & Haibi, 2009, p. 363). Fortunately, elementary students have shown improvement in reading comprehension when explicitly instructed in cognitive and metacognitive strategies to comprehend expository text in settings that support collaboration and flexible application of comprehension strategies, and have meaningful opportunities for reading and writing (Mastropieri & Scruggs, 2004; Palincsar & Klenk, 1992). A method that includes these components is reciprocal teaching (RT; National Reading Panel, 2000). RT has been used during content area instruction to increase reading comprehension skills of intermediate elementary students without disabilities in general education classrooms (King & Johnson, 1999; Lederer, 2000; Lubliner, 2004). These reading comprehension gains have been maintained by students on follow-up tests after the RT intervention has been withdrawn (Palincsar & Brown, 1984; Westera & Moore, 1995). This study examined the effects of RT on the science literacy of intermediate elementary students (grades 4-5) participating in inclusive science classes. Students with learning disabilities (SWLD), students at-risk (AR), and students in general education (GE) participated in this study. General education teachers used RT with science texts to improve science literacy. Pre/post science quizzes were used to assess the effects of the RT intervention, and post/follow-up tests assessed potential maintenance of the RT. s
Extent
xiv,180 p. : ill. (some col.)
Recommended Citation
DiLorenzo, Kim E., "effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classes" (2010). Electronic Theses and Dissertations 2010 - 2019. 75.
https://digitalcommons.fau.edu/etd_general_6/75
Identifier
FADT2975244
Comments
by Kim E. DiLorenzo.|Thesis (Ed.D.)--Florida Atlantic University, 2010.|Includes bibliography.|Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.|by Kim E. DiLorenzo.