Skip to main content
Article
Moving behond the page in content-area literacy: Comprehension instruction for miltimodal texts in science
The Reading Teacher
  • Amy A. Wilson, Utah State University
Document Type
Article
Publisher
Wiley-Blackwell
Publication Date
1-1-2008
DOI
10.1598/RT.62.2.7
Abstract
Using a science lesson on lunar phases as a basis for discussion, the author suggests ways that teachers can provide literacy instruction on multimodal texts in science. The author asserts that multiple representations are central to the discipline of science, and that students require explicit instruction on how to critically read, evaluate, and design a variety of scientific representations of their own. As students learn to read and write multimodal texts in science and other content areas, they will not only understand each discipline more fully, but also they may be better prepared to read and design multimodal texts in today's digital age in which multiple representations are omnipresent in various communicative mediums.
Citation Information
Wilson, A. A. (2008). Moving beyond the page in content-area literacy: Comprehension instruction for multimodal texts in science. The Reading Teacher, 62, 153-156.