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Developing a Reading-Based Support Course for Secondary School Students of Physics

Desmond Allison

Although recent discussions of second-language reading comprehension suggest that it is more effectively taught and learnt in content-based classes, there have been very few published investigations of comprehension difficulties that students in TESOL settings experience in the course of content-based reading, and relatively few accounts of pedagogic initiatives in this important area. The present exploratory study was motivated by concerns over difficulties that learners of physics in a secondary school setting appeared to encounter in reading, understanding and applying the material in their subject textbook. The study combines a diagnostic phase, in which learners' perceptions of their own reading habits and difficulties are examined, and an implementation phase, which describes how a short course in content area reading was developed, taught and evaluated. The article sets out the main findings of both phases and suggests implications for pedagogy and educational change.

RELC Journal, Vol. 29, No. 1, 34-54 (1998)
DOI: 10.1177/003368829802900103


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