An examination of the effects of the Reading Apprenticeship literacy framework on secondary science students' content knowledge and comprehension

This study examines the extent to which the Reading Apprenticeship framework affects students' abilities to read, comprehend, and retain science materials. Forty-four students from an Integrated Science course in a San Diego County high school participated in the study. Students responded to an entry and exit science reading survey and a general reading survey for determining students' self perceptions for science reading and reading in general. Each student completed three recall tests for the purpose of determining the length of time science information was retained with the use of the Reading Apprenticeship framework. The Reading Apprenticeship framework revolves around four dimensions of metacognition: the personal dimension, the social dimension, the cognitive dimension, and the knowledge-building dimension. Quantitative analysis from this study suggested that students might retain information for longer periods of time. Qualitative analysis suggests that students become more aware of personal processes occurring during reading that allow or disallow comprehension of the given reading materials. This study also suggests that three or more years may be needed for a teacher of Reading Apprenticeship to become proficient at teaching the metacognitive routines described in the framework. This research suggests that Reading Apprenticeship may be an important tool that secondary teachers may use to teach students how to read academic text at the secondary level. Keywords: science, literacy, reading, metacognition, apprenticeship, secondary, education