Introducing Science Concepts to Primary Students Through Read-Alouds: Interactions and Multiple Texts Make the Difference

This study of first and second graders looked at teacher-led read-alouds as a way to introduce science concepts. Results suggest that multiple exposures to a related concept across different stories gave students more time to build a mental representation of important ideas. This evidence suggests that moving beyond a single text as a source for building students’ understanding is an important instructional approach.

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