How Does the Use of Reading Strategies Improve Achievement in Science for Language Minority Students? Shannon Hicok Glasgow Middle School Fairfax County (VA) Public Schools Submitted June 2000 Introduction Two years ago, I began teaching science at Ellen Glasgow Middle School in Fairfax County, Virginia. I realized right away that my language minority students, especially those still in an English as a Second Language (ESL) program, needed differentiated instruction in their mainstreamed science class. The question then became, “How do I meet the unique needs of this population?” This is a question with which I have continued to struggle over the past two years. I recognized that my ESL students had a great deal of difficulty reading their science textbook. Although some students had success with pronunciation
As you review the two examples of action research this week (Terrell, 1999 & Hicok, 2000), consider the pros and cons of their description of participants and demographics focused on in their research. Explore the following questions:
1. What did you see as the most helpful information that was shared to support your understanding of the participants in the study?
2. What do you wish the authors had shared with you in the piece to foster your understanding of their project?
3. What is the relationship between the nature of the population in the study and the strategy/strategies the author chose to implement?
4. What information is provided in the two papers that demonstrates the necessary ethical care and concern for the rights of the participants? How is this reflected in the methods section? Are there any oversights or issues that you wish had been addressed in the paper that were not? How would these have helped you better understand the researcher’s practices?
Answer each question in your posting. Be sure to use appropriate APA citation for your work, particularly for in text citations

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