Abstract
If adapted primary literature is to be a useful and important component of science education, then students must be capable of reading it. Such an ability is unlikely to be acquired automatically. Most students will require specific instruction designed to teach reading in a scientific context. Therefore, we need to know whether the instruction students receive currently in their schooling teaches them to read scientific text like APL, and, if not, what approaches might be taken to rectify the matter.
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Yarden, A., Norris, S.P., Phillips, L.M. (2015). Teaching Scientific Reading. In: Adapted Primary Literature. Innovations in Science Education and Technology, vol 22. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9759-7_6
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DOI: https://doi.org/10.1007/978-94-017-9759-7_6
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