Traditionally, reading and writing is continued from Elementary school into the High School English courses, but with an English curriculum that emphasizes a great deal of literature, there is little time to assist students who fall below grade level in reading. At some schools, unless students qualify for special education services under the Individuals with Disabilities Education Act (IDEA), there are few programs out there to help them improve their reading level.
Why is there a lack of attention addressing the needs of struggling readers at the secondary level? There are many reasons for this dilemma, but one that stands in the forefront is the attitude of some secondary techers who believe that literacy (reading, writing, and communication) should be taught in the English classes only. Content area teachers insisit that students must understand text disregarding the students reading level, but tend not to teach their students how to improve their comprehension. These teachers assume that teaching literacy is another teacher's responsibility. All the while, these same content area teachers know that students entering adulthood will read and write more than any previous generation.
Two of my research questions are: 1) Why do most of my teenage students have a difficult time reading and comprehending their science textbook? 2) What methods and strategies can be used by secondary science teachers to help their students comprehend information at a higher level?
These research questions drive my action research project, in that, I hope to better understand and use 'best practice' strategies to help improve the learning of my science students. I really get tired of them telling me "Mrs. Seals, the textbook is retarded! Could you please explain it to us?" and "Mrs. Seals, why can't they (the authors) just write what they mean?"
As I continue my research, I will keep you posted on what strategies work for me and my students.
