Abstract

The purpose of the study was to examine how disciplinary literacy instruction influenced the quality of science informational text produced by second-grade students (N = 45) using the compare/contrast and the sequence text structures. The instruction took place over eight weeks with two four-week units, and with three 30-minute lessons provided weekly. A Wilcoxon Signed-Rank Test was used to compare pre/post instruction writing samples because these data were ordinal. Results revealed that after the disciplinary literacy instruction students were able to produce higher quality texts, but only consistently in the areas of providing science facts and definitions and using ending punctuation in sentences. Finally a t-test was used to compare student writing based on text structure being used. Findings revealed that students were able to produce higher quality informational text when the sequence text structure was used compared to when students used the compare and contrast structure.

摘要

该研究的目的是 使用比较/对比和序列文本结构来检查学科素养教学如何影响二年级学生 ( N = 45)制作的科学信息文本的质量。教学持续了八周，有两个为期四个星期的单元，每周提供三个 30 分钟的课程。由于这些数据是有序的，因此使用 Wilcoxon Signed-Rank Test 来比较前/后指令编写样本。结果显示，在接受学科素养指导后，学生能够创作出更高质量的文本，但只能在提供科学事实和定义以及在句子中使用结尾标点符号方面保持一致。最后一个牛逼-test 用于根据所使用的文本结构比较学生的写作。结果表明，与学生使用比较和对比结构相比，使用序列文本结构的学生能够产生更高质量的信息文本。