Title

Moving behond the page in content-area literacy: Comprehension instruction for miltimodal texts in science

Document Type

Article

Journal/Book Title/Conference

The Reading Teacher

Volume

62

Publisher

Wiley-Blackwell

Publication Date

2008

First Page

153

Last Page

156

DOI

10.1598/RT.62.2.7

Abstract

Using a science lesson on lunar phases as a basis for discussion, the author suggests ways that teachers can provide literacy instruction on multimodal texts in science. The author asserts that multiple representations are central to the discipline of science, and that students require explicit instruction on how to critically read, evaluate, and design a variety of scientific representations of their own. As students learn to read and write multimodal texts in science and other content areas, they will not only understand each discipline more fully, but also they may be better prepared to read and design multimodal texts in today's digital age in which multiple representations are omnipresent in various communicative mediums.

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