Index of science reading awareness: An interactive-constructive model, test verification, and grades 4–8 results
✍ Scribed by Larry D. Yore; Madge T. Craig; Tom O. Maguire
- Publisher
- John Wiley and Sons
- Year
- 1998
- Tongue
- English
- Weight
- 253 KB
- Volume
- 35
- Category
- Article
- ISSN
- 0022-4308
No coin nor oath required. For personal study only.
✦ Synopsis
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.