Learning to read scientific text: Do elementary school commercial reading programs help?
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract This paper describes a comprehensive set of studies designed to assess the potential for commercial reading programs to teach reading in science. Specific questions focus on the proportion of selections in the programs that contain science and the amount of science that is in those selections, on the genres in which the science is portrayed, on the areas and topics of science covered, on the accuracy of the scientific content, on the text features used to communicate the science, and on the instructional strategies and assessment techniques recommended. The findings show that commercial reading programs have changed substantially from the days when they were dominated by literary texts and contained hardly any science. Now, there is a variety of genres and scientific content in about one fifth of the selections. The content is also generally accurate. So, there is considerable potential offered by these programs for teaching children to read science. Unfortunately, the findings also show that the recommended instructional strategies and assessment techniques do little to capitalize upon this potential. In particular, the findings demonstrate that, although most of the science is cast in the expository genre, most of the recommended instruction and assessment is more appropriate to the literary genres. © 2008 Wiley Periodicals, Inc. Sci Ed 92: 765–798, 2008
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it