Comprehending Science Text

Difficulty in Comprehending Science Text
Students of all ages have been found to experience difficulty comprehending and learning from science texts(Brand-Gruwel, Aarnoutse, & Vanden Bos, 1998; Nichols, Rupley, & Willson, 1997) According to
Catherine E. Snow (2010), science is written in academic language which is designed to be concise, precise, and authoritative. It uses sophisticated words and complex grammatical constructions that can disrupt reading comprehension and block learning. As a result , many middle- and high-school students are less able to convert their word-reading skills into comprehension when confronted with texts in science (or math or social studies) than they are when confronted with texts of fiction or discursive
essays.
References
Brand-Gruwel,S.,Aarnoutse, C,A,J,,& Van den Bos,
K,P, (1998).
Improving text comprehension strategies in reading and listening settings. Learning and
Lnstruction,8, 63-81
Snow C., E. (2010) science, American Association for the advancement of science,vol 328, p 450

Difficulty in Comprehending Science Text
Students of all ages have been found to experience difficulty comprehending and learning from science texts(Brand-Gruwel, Aarnoutse, & Vanden Bos, 1998; Nichols, Rupley, & Willson, 1997) According to
Catherine E. Snow (2010), science is written in academic language which is designed to be concise, precise, and authoritative. It uses sophisticated words and complex grammatical constructions that can disrupt reading comprehension and block learning. As a result , many middle- and high-school students are less able to convert their word-reading skills into comprehension when confronted with texts in science (or math or social studies) than they are when confronted with texts of fiction or discursive essays. References
Brand-Gruwel,S.,Aarnoutse, C,A,J,,& Van den Bos,
K,P, (1998).
Improving text comprehension strategies in reading and listening settings. Learning and
Lnstruction,8,
63-81

Snow C., E. (2010) science, American Association for the advancement of science,vol 328, p 450

Difficulty in Comprehending Science Text
Students of all ages have been found to experience difficulty comprehending and learning from science texts(Brand-Gruwel, Aarnoutse, & Vanden Bos, 1998; Nichols, Rupley, & Willson, 1997) According to
Catherine E. Snow (2010), science is written in academic language which is designed to be concise, precise, and authoritative. It uses sophisticated words and complex grammatical constructions that can disrupt reading comprehension and block learning. As a result , many middle- and high-school students are less able to convert their word-reading skills into comprehension when confronted with texts in science (or math or social studies) than they are when confronted with texts of fiction or discursive essays. References
Brand-Gruwel,S.,Aarnoutse, C,A,J,,& Van den Bos,
K,P, (1998).
Improving text comprehension strategies in reading and listening settings. Learning and
Lnstruction,8, 63-81
Snow C., E. (2010) science, American Association for the advancement of science,vol 328, p 450

Difficulty in Comprehending Science Text
Students of all ages have been found to experience difficulty comprehending and learning from science texts(Brand-Gruwel, Aarnoutse, & Vanden Bos, 1998; Nichols, Rupley, & Willson, 1997) According to
Catherine E. Snow (2010), science is written in academic language which is designed to be concise, precise, and authoritative. It uses sophisticated words and complex grammatical constructions that can disrupt reading comprehension and block learning. As a result , many middle- and high-school students are less able to convert their word-reading skills into comprehension when confronted with texts in science (or math or social studies) than they are when confronted with texts of fiction or discursive
essays.
References
Brand-Gruwel,S.,Aarnoutse, C,A,J,,& Van den Bos,

K,P, (1998).
Improving text comprehension strategies in reading and listening settings. Learning and
Lnstruction,8, 63-81
Snow C., E. (2010) science, American Association for the advancement of science,vol 328, p 450

Difficulty in Comprehending Science Text
Students of all ages have been found to experience difficulty comprehending and learning from science texts(Brand-Gruwel, Aarnoutse, & Vanden Bos, 1998; Nichols, Rupley, & Willson, 1997) According to
Catherine E. Snow (2010), science is written in academic language which is designed to be concise, precise, and authoritative. It uses sophisticated words and complex grammatical constructions that can disrupt reading comprehension and block learning. As a result , many middle- and high-school students are less able to convert their word-reading skills into comprehension when confronted with texts in science (or math or social studies) than they are when confronted with texts of fiction or discursive essays. References
Brand-Gruwel,S.,Aarnoutse, C,A,J,,& Van den Bos,
K,P, (1998).
Improving text comprehension strategies in reading and listening settings. Learning and
Lnstruction,8,
63-81
Snow C., E. (2010) science, American Association for the advancement of science,vol 328, p 450