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Crossing borders in literacy and science instruction : perspectives on theory and practice

Author: Wendy Saul; International Reading Association.; National Science Teachers Association.
Publisher: Newark, DE : International Reading Association ; Arlington, Va. : NSTA Press, ©2004.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:

What is the connection between literacy and science learning? How does knowledge in one area affect learning in the other? How can teachers provide meaningful science-literacy connections for  Read more...

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Genre/Form: Curriculum resource
Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Wendy Saul; International Reading Association.; National Science Teachers Association.
ISBN: 0872075192 9780872075191
OCLC Number: 53331056
Description: xi, 468 pages ; 23 cm
Contents: Part I. Describing the languages of science --
Language in the science classroom : academic social languages as the heart of school-based literacy / James Paul Gee --
The literacies of science / Jay L. Lemke --
Gestures : the leading edge in literacy development / Wolff-Michael Roth --
Part II. The role of literacy instruction in science --
Why do future scientists need to study the language arts? / Larry D. Yore --
Science is not written, but it can be written about / Robert E. Yager --
Part III. Expanding access to science --
Girls in science : creating symmetrical opportunities for acquiring scientific literacy / Barbara J. Guzzetti --
The science of reading and the reading of science : successes, failures, and promises in the search for prerequisite reading skills for science / Michael L. Kamil and Elizabeth B. Bernhardt --
Knowing and being in science : expanding the possibilities / Allan Feldman --
Part IV. Teaching science as a dialogic process --
Promoting dialogic inquiry in information book read-alouds : young urban children's ways of making sense in science / Christine C. Pappas and Maria Varelas, with Anne Barry and Amy Rife --
Improving science instruction with information books : understanding multimodal presentations / Laura B. Smolkin and Carol A. Donovan --
Readers are scientists : a reflective exploration of the reasoning of young scientists, readers, writers, and discussants / Jeanne Reardon --
Part V. Self questioning and metacognition --
Multiliteracies and self-questioning in the service of science learning / Donna E. Alvermann --
Reading comprehension and science inquiry : metacognitive connections / Linda Baker --
Part VI. Choosing science trade books --
Choosing informational books for primary-grade classrooms : the importance of balance and quality / Mariam Jean Dreher and Anita N. Voelker --
Highly recommended trade books : can they be used in inquiry science? / Danielle J. Ford --
How not to get lost on The magic school bus : what makes high science content read-alouds? / Laura B. Smolkin and Carol A. Donovan --
Part VII. Science writing heuristics --
Learning from text designed to model scientific thinking in inquiry-based instruction / Shirley J. Magnusson and Annemarie Sullivan Palincsar --
Students' science notebooks and the inquiry process / Michael P. Klentschy and Elizabeth Molina-De La Torre --
The science writing heuristic : using writing as a tool for learning in the laboratory / Carolyn S. Wallace, Brian Hand, and Eun-Mi Yang --
Part VIII. Evaluating commercial text materials --
Better textbooks, better readers and writers / Cynthia Shanahan --
Choosing science textbooks : connecting research to common sense / William G. Holliday --
Integrating science and literacy instruction with a common goal of learning science content / Harold Pratt and Norby Pratt --
Part IX. Reaching teachers --
Mind engagement : what is not typically accomplished in typical science instruction / Robert E. Yager --
"Reading the world before reading the word" : implications for professional development of teachers of science / Hubert M. Dyasi and Rebecca E. Dyasi --
Afterword : What's next? : a view from the editor's perch / E. Wendy Saul.
Responsibility: E. Wendy Saul, editor.
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