Science Reading Behaviors of Middle School Students
DescriptionRich models of students’ learning and problem-solving behaviors can support tailored interventions by instructors and scaffolding of complex learning activities. Our goal in this paper is to identify students’ reading behaviors as they engage with instructional texts in domain-specific activities. In this work, we apply theory and methodology from the learning sciences to a large-scale middle school dataset within a digital literacy platform, Actively Learn. We compare students’ reading behaviors both within and across domains for 12,566 science and 16,240 social studies students. Our findings show that higher-performing students in science engaged in more metacognitively-rich reading activities, such as text annotation; whereas lower-performing students relied more on simple highlighting and took longer to respond to embedded questions. Our finding may be used as recommendations to help each group of students to take on more efficient behavior.