This experience provided an enriched foundation for students' reading of a text about the survival mechanisms of the owl. Students are much more likely to pick up a book about owls and read it with engagement after such a hands-on activity, resulting in effective practice of cognitive reading strategies and gained conceptual knowledge.
The power of hands-on experiences that are tightly linked to book reading activities was shown in one investigation by Guthrie et al. (2006). Reading growth was higher for students in classrooms where there were a larger number of hands-on science activities (tightly linked to books), than in classrooms where fewer activities of this kind occurred.
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