@article{Johnson_Zabrucky_2017, title={Improving middle and high school students’ comprehension of science texts}, volume={4}, url={https://iejee.com/index.php/IEJEE/article/view/211}, abstractNote={<p>Throughout the United States, many middle and high school students struggle to comprehend<br>science texts for a variety of reasons. Science texts are frequently boring, focused on isolated facts,<br>present too many new concepts at once, and lack the clarity and organization known to improve<br>comprehension. Compounding the problem is that many adolescent readers do not possess effective<br>comprehension strategies, particularly for difficult expository science texts. Some researchers have<br>suggested changing the characteristics of science texts to better assist adolescent readers with<br>understanding, while others have focused on changing the strategies of adolescent readers. In the<br>current paper, we review the literature on selected strategy instruction programs used to improve<br>science text comprehension in middle and high school students and suggest avenues for future<br>research.</p>}, number={1}, journal={International Electronic Journal of Elementary Education}, author={Johnson, Brandi E. and Zabrucky, Karen M.}, year={2017}, month={Aug.}, pages={19–31} }