Agriscience is facing pressure to document and contribute to student achievement in math,science, and reading. Agriscience teachers may be able to foster student reading andcomprehension through utilization of research-based reading strategies to further developliteracy in and about agriculture. Building on Dunhin and Biddle 's (1974) model of the study ofteaching, this synthesis of research proposes areas of inquiry regarding the teacher and contextvariables associated with reading. Teachers influence reading in agriscience through personalreading habits, expectations for reading, attitudes toward reading, and knowledge of andpreparation in reading strategy use. Contextual variables include the student, environment, andtext. Students enter agriscience classes with differing reading ability, interest, prior knowledge,prior reading, motivation, age, and experience. They encounter texts in the home, classroom,and school environments. Texts are comprised of varying readability, vocabulary, structure,content, and selection, all of which impact comprehension.
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