The purpose of this study was to examine the effects of teaching text structure as a tool to assist first grade students' understanding of science content in a unit of study on plants. A quantitative analysis was performed to reveal any difference in mean post-test scores between a control group and a treatment group. Results indicated that the treatment group students' science content knowledge was increased significantly more than students in the control group. Usage of specific text structure keywords did not increase. However, students did use synonyms of keywords. Recommendations for further research are discussed.
College and Department
David O. McKay School of Education; Teacher Education
BYU ScholarsArchive Citation
Christensen, Jamie Lynn, "Enhancing Students' Science Content Knowledge Through Text Structure Awareness" (2008). All Theses and Dissertations. 1484.
science, literacy, text structures