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|Title:||Analysis of form four chemistry and biology textbooks written in Malay with recommendations for reading instructional practices|
|Author(s):||Dali, Razak Bin|
|Doctoral Committee Chair(s):||Madsen, Alan L.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The purposes of this study are (a) to present reasons why teaching reading and learning to read are major issues in Malaysian secondary science classes, (b) to analyze systematically the relevant facts and characteristics of secondary school science textbooks, and (c) to present suggestions on instructional practices in content area (science) reading for Malaysian secondary science classes. The literature overview provides information which is important in science reading at secondary levels. The analysis of the science textbooks is guided by important questions related to reading scientific materials. Reading problems in Malaysian secondary schools arise because: (1) Students (primary and secondary) lack the knowledge and skills in reading. (2) Teachers (primary and secondary) are not adequately educated in reading and reading instruction. (3) Science textbooks used in secondary schools have been shown to have inadequacies and weaknesses in: (a) the textbook design, (b) the structural pattern of the chapters and paragraphs, (c) the density of difficult and rare vocabulary, and (d) the usage of the editorial features.
The results from the text analysis support the suggestions of instructional practices for reading comprehension in science subjects in secondary schools. Finally, several recommendations are suggested to improve reading and reading instruction in Malaysian schools.
|Rights Information:||Copyright 1989 Dali, Razak Bin|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI8916234|