5,628
Views
245
CrossRef citations to date
0
Altmetric
RESEARCH REPORT

The Language Demands of Science Reading in Middle School

Pages 491-520 | Published online: 23 Feb 2007

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (66)

Tracy Noble, Craig S. Wells & Ann S. Rosebery. (2023) English Learners and Constructed-Response Science Test Items Challenges and Opportunities. Educational Assessment 28:4, pages 246-272.
Read now
Luciana C. de Oliveira, Loren Jones & Sharon L. Smith. (2023) A Language-Based Approach to Content Instruction (LACI) for Multilingual Learners: Six Cs of Scaffolding in First Grade. Journal of Language, Identity & Education 22:5, pages 429-444.
Read now
Garth Stahl, Laura Scholes, Sarah McDonald, Reece Mills & Barbara Comber. (2023) Boys, science and literacy: place-based masculinities, reading practices and the ‘science literate boy’. Research Papers in Education 38:3, pages 328-356.
Read now
GoMee Park, Yafei Ye & Ray J.T. Liao. (2022) How do cohesion features inform science instruction for English learners?: A comparison study of digital and printed science texts. International Journal of Science Education 44:18, pages 2763-2782.
Read now
Garth Stahl, Laura Scholes, Sarah McDonald, Reece Mills, Jo Lunn Brownlee & Barbara Comber. (2022) Scoping review of conceptions of literacy in middle school science. Research Papers in Education 0:0, pages 1-21.
Read now
Rogério G. Nigro. (2022) Textbook and popular science text reading: boys’ and girls’ comprehension and assimilation of academic language. International Journal of Science Education 44:11, pages 1792-1815.
Read now
Melanie Williams. (2022) Fifth graders’ use of gesture and models when translanguaging during a content and language integrated science class in Hong Kong. International Journal of Bilingual Education and Bilingualism 25:4, pages 1304-1323.
Read now
Scott E. Grapin, Lorena Llosa & Okhee Lee. (2022) Disciplinary Practices with Multilingual Learners in the Content Areas: Investigating Grasp of Practice in Fifth-Grade Science. Journal of Language, Identity & Education 0:0, pages 1-16.
Read now
Sara Sanders, Lauren Hart Rollins, Elizabeth Michael & Kristine Jolivette. (2022) “TRAP is legit!” using self-regulated strategy development to teach reading comprehension in a residential treatment facility. Preventing School Failure: Alternative Education for Children and Youth 66:1, pages 89-98.
Read now
Wilton Lodge. (2021) ‘Complex and confusing’: the language demands of school science texts. Research in Science & Technological Education 39:4, pages 489-505.
Read now
Laura Scholes, Garth Stahl, Barbara Comber, Sarah McDonald & Jo Lunn Brownlee. (2021) ‘We don’t read in science’: student perceptions of literacy and learning science in middle school. Cambridge Journal of Education 51:4, pages 451-466.
Read now
Mark Wyatt, Jessica Midraj, Nader Ayish, Curtis Bradley & Muna Balfaqeeh. (2021) Content Teachers’ Perspectives of Student Challenges in Processing Science and Mathematics Texts in English at an Emirati University. Reading Psychology 42:4, pages 364-387.
Read now
Eunjeong Yun. (2020) Correlation between concept comprehension and mental semantic networks for scientific terms. Research in Science & Technological Education 38:3, pages 329-354.
Read now
Julie K. Jackson, Margarita Huerta & Tiberio Garza. (2020) A promising science and literacy instructional model with Hispanic fifth grade students. The Journal of Educational Research 113:2, pages 79-92.
Read now
Annika Karlsson, Pia Nygård Larsson & Anders Jakobsson. (2019) Multilingual students’ use of translanguaging in science classrooms. International Journal of Science Education 41:15, pages 2049-2069.
Read now
Sandra Patricia Rojas Rojas, Alejandra Meneses & Emilio Sánchez Miguel. (2019) Teachers’ scaffolding science reading comprehension in low-income schools: how to improve achievement in science. International Journal of Science Education 41:13, pages 1827-1847.
Read now
Juan Quílez. (2019) A categorisation of the terminological sources of student difficulties when learning chemistry. Studies in Science Education 55:2, pages 121-167.
Read now
Shu-Wen Lan & Luciana C. de Oliveira. (2019) English language learners’ participation in the discourse of a multilingual science classroom. International Journal of Science Education 41:9, pages 1246-1270.
Read now
Tiberio Garza, Margarita Huerta, Fuhui Tong, Rafael Lara-Alecio & Beverly J. Irby. (2019) A survival analysis of a language-infused science inquiry intervention for English learners. The Journal of Educational Research 112:3, pages 377-384.
Read now
Julie K. Jackson, Margarita Huerta, Tiberio Garza & Rose Narvaez. (2019) Examining the Effects of a Professional Development Initiative on English Learning and Economically Disadvantaged Adolescents’ Scores on a High-Stakes Science Test. Journal of Science Teacher Education 30:2, pages 122-143.
Read now
Yinghui Sun & Fang Zhang. (2018) Applying functional language analysis approach in Chinese college English reading classes. Journal of World Languages 5:3, pages 151-170.
Read now
Tiberio Garza, Margarita Huerta, Rafael Lara-Alecio, Beverly J. Irby & Fuhui Tong. (2018) Pedagogical differences during a science and language intervention for English language learners. The Journal of Educational Research 111:4, pages 487-496.
Read now
Linda Kucan & Annemarie Sullivan Palincsar. (2018) Text analysis: Critical component of planning for text-based discussion focused on comprehension of informational texts. Literacy Research and Instruction 57:2, pages 100-116.
Read now
Xavier Fazio & Tiffany L. Gallagher. (2018) Bridging professional teacher knowledge for science and literary integration via design-based research. Teacher Development 22:2, pages 267-280.
Read now
Alexis Patterson, Diego Roman, Michelle Friend, Jonathan Osborne & Brian Donovan. (2018) Reading for meaning: The foundational knowledge every teacher of science should have. International Journal of Science Education 40:3, pages 291-307.
Read now
Jennifer Mitton-Kükner & Anne Murray Orr. (2018) A multi-year study of pre-service teachers’ literacy practices in the content areas: time epistemologies and indicators of stasis and growth. Pedagogies: An International Journal 13:1, pages 19-35.
Read now
Luis E. Poza. (2018) The language of ciencia: translanguaging and learning in a bilingual science classroom. International Journal of Bilingual Education and Bilingualism 21:1, pages 1-19.
Read now
Margarita Huerta, Patricia Goodson, Mina Beigi & Dominique Chlup. (2017) Graduate students as academic writers: writing anxiety, self-efficacy and emotional intelligence. Higher Education Research & Development 36:4, pages 716-729.
Read now
Jade Wexler, Marisa A. Mitchell, Erin E. Clancy & Rebecca D. Silverman. (2017) An Investigation of Literacy Practices in High School Science Classrooms. Reading & Writing Quarterly 33:3, pages 258-277.
Read now
Margarita Huerta, Fuhui Tong, Beverly J. Irby & Rafael Lara-Alecio. (2016) Measuring and comparing academic language development and conceptual understanding via science notebooks. The Journal of Educational Research 109:5, pages 503-517.
Read now
Mads Poulsen & Amalie K. D. Gravgaard. (2016) Who Did What to Whom? The Relationship Between Syntactic Aspects of Sentence Comprehension and Text Comprehension. Scientific Studies of Reading 20:4, pages 325-338.
Read now
Luciana C. de Oliveira. (2016) A Language-Based Approach to Content Instruction (LACI) for English Language Learners: Examples from Two Elementary Teachers. International Multilingual Research Journal 10:3, pages 217-231.
Read now
Christine D. Tippett. (2016) What recent research on diagrams suggests about learning with rather than learning from visual representations in science. International Journal of Science Education 38:5, pages 725-746.
Read now
Margarita Huerta & Tracy G. Spies. (2016) Science inquiry and writing for ELLs: A gateway for building understanding and academic language. Science Activities 53:1, pages 24-32.
Read now
Lay Hoon Seah, David Clarke & Christina Hart. (2015) Understanding Middle School Students’ Difficulties in Explaining Density Differences from a Language Perspective. International Journal of Science Education 37:14, pages 2386-2409.
Read now
Yuliya Ardasheva, Lori Norton-Meier & Brian Hand. (2015) Negotiation, embeddedness, and non-threatening learning environments as themes of science and language convergence for English language learners. Studies in Science Education 51:2, pages 201-249.
Read now
Evelien Van Laere, Koen Aesaert & Johan van Braak. (2014) The Role of Students’ Home Language in Science Achievement: A multilevel approach. International Journal of Science Education 36:16, pages 2772-2794.
Read now
Fuhui Tong, Beverly J. Irby, Rafael Lara-Alecio, Cindy Guerrero, Yinan Fan & Margarita Huerta. (2014) A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-economic Status Middle School Students: Findings from first-year implementation. International Journal of Science Education 36:12, pages 2083-2109.
Read now
Molly Weinburgh, Cecilia Silva, Kathy Horak Smith, Judy Groulx & Jenesta Nettles. (2014) The Intersection of Inquiry-Based Science and Language: Preparing Teachers for ELL Classrooms. Journal of Science Teacher Education 25:5, pages 519-541.
Read now
Lay Hoon Seah, David John Clarke & Christina Eugene Hart. (2014) Understanding the Language Demands on Science Students from an Integrated Science and Language Perspective. International Journal of Science Education 36:6, pages 952-973.
Read now
Jonathan Osborne. (2014) Teaching Scientific Practices: Meeting the Challenge of Change. Journal of Science Teacher Education 25:2, pages 177-196.
Read now
Kavish Jawahar & Edith R. Dempster. (2013) A Systemic Functional Linguistic Analysis of the Utterances of Three South African Physical Sciences Teachers. International Journal of Science Education 35:9, pages 1425-1453.
Read now
Laura B. Smolkin, Erin M. McTigue & Yi-fen Y. Yeh. (2013) Searching for Explanations in Science Trade Books: What can we learn from Coh-Metrix?. International Journal of Science Education 35:8, pages 1367-1384.
Read now
Rogerio Gonçalves Nigro & Silvia Frateschi Trivelato. (2012) Knowledge, its Application, and Attitudes Associated with the Reading of Diverse Genres of Science Texts. International Journal of Science Education 34:16, pages 2529-2564.
Read now
Marian Manavathu & George Zhou. (2012) The Impact of Differentiated Instructional Materials on English Language Learner (ELL) Students’ Comprehension of Science Laboratory Tasks. Canadian Journal of Science, Mathematics and Technology Education 12:4, pages 334-349.
Read now
Sultan Turkan & Ou Lydia Liu. (2012) Differential Performance by English Language Learners on an Inquiry-Based Science Assessment. International Journal of Science Education 34:15, pages 2343-2369.
Read now
Susan L. Jagger & Larry D. Yore. (2012) Mind the Gap: Looking for Evidence-Based Practice of Science Literacy for All in Science Teaching Journals. Journal of Science Teacher Education 23:6, pages 559-577.
Read now
LéonardP. Rivard, Marianne Cormier & Miles Turnbull. (2012) Reading Strategies in French Immersion Science Classes: Preparing Our Students for Tomorrow. Canadian Journal of Science, Mathematics and Technology Education 12:1, pages 86-102.
Read now
Wolff-Michael Roth. (2010) Reading Online News Media for Science Content: A Social Psychological Approach. Reading Psychology 31:3, pages 254-281.
Read now
ScottW. Slough & ErinM. McTigue. (2010) Introduction to the Integration of Verbal and Visual Information in Science Texts. Reading Psychology 31:3, pages 206-212.
Read now
WilliamH. Rupley. (2010) Linking Reading and Science: Focusing on a Broader Base of Understanding. Reading Psychology 31:3, pages 203-205.
Read now
ShernazB. García & Brenda-Jean Tyler. (2010) Meeting the Needs of English Language Learners With Learning Disabilities in the General Curriculuam. Theory Into Practice 49:2, pages 113-120.
Read now
Brian Hand, Larry D. Yore, Susan Jagger & Vaughan Prain. (2010) Connecting research in science literacy and classroom practice: a review of science teaching journals in Australia, the UK and the United States, 1998–2008. Studies in Science Education 46:1, pages 45-68.
Read now
Naomi M. Watkins & Kristen M. Lindahl. (2010) Targeting Content Area Literacy Instruction to Meet the Needs of Adolescent English Language Learners. Middle School Journal 41:3, pages 23-32.
Read now
Jennifer Miller. (2009) Teaching Refugee Learners with Interrupted Education in Science: Vocabulary, literacy and pedagogy. International Journal of Science Education 31:4, pages 571-592.
Read now

Articles from other publishers (179)

Kason Ka Ching Cheung, Jack K. H. Pun & Xuehua Fu. (2023) Development and Validation of a Reading in Science Holistic Assessment (RISHA): a Rasch Measurement Study. International Journal of Science and Mathematics Education.
Crossref
Lay Hoon Seah. (2023) An exploratory study of teachers’ metalanguage use to support student writing in science: Foregrounding the science-language connections. Linguistics and Education 78, pages 101253.
Crossref
Allison M. Esparza, Kenneth FlemingJr.Jr., Henan Zhang, Huiwen Pang, Cindy Guerrero, Rafael Lara-Alecio, Beverly J. Irby & Fuhui Tong. (2023) Investigating teachers’ use of literacy-infused science strategies: A mixed methods study. Discover Education 2:1.
Crossref
Catherine H. Balthazar & Cheryl M. Scott. (2023) Sentences Are Key: Helping School-Age Children and Adolescents Build Sentence Skills Needed for Real Language. American Journal of Speech-Language Pathology, pages 1-16.
Crossref
Jonathan T. Shemwell, Daniel K. Capps, Ayca K. Fackler & Carlson H. Coogler. (2023) Integrative Analysis Using Big Ideas: Energy Transfer and Cellular Respiration. Journal of Science Education and Technology 32:4, pages 510-529.
Crossref
Ylva Hamnell-Pamment. (2023) The Role of Scientific Language Use and Achievement Level in Student Sensemaking. International Journal of Science and Mathematics Education.
Crossref
Karoliina Vuola, Maija Nousiainen & Ismo T. Koponen. (2023) Pre-service teachers’ vocabularies of the language of science in the context of learning about electrons and photons. LUMAT: International Journal on Math, Science and Technology Education 11:2.
Crossref
Rafael Alejo-González, Manuel Lucero, Mary Schleppegrell & Ana Sánchez. (2023) Student-teacher interaction in CLIL and non-CLIL elementary education. Journal of Immersion and Content-Based Language Education 11:1, pages 4-28.
Crossref
Ismo T. Koponen, Ilona Södervik & Maija Nousiainen. 2023. Complex Networks and Their Applications XI. Complex Networks and Their Applications XI 137 149 .
Kok-Sing Tang, Sheau-Wen Lin & Berinderjeet Kaur. (2022) Mapping and Extending the Theoretical Perspectives of Reading in Science and Mathematics Education Research. International Journal of Science and Mathematics Education 20:S1, pages 1-15.
Crossref
Hendrik Härtig, Sascha Bernholt, Nicole Fraser, Jennifer G. Cromley & Jan Retelsdorf. (2022) Comparing Reading Comprehension of Narrative and Expository Texts Based on the Direct and Inferential Mediation Model. International Journal of Science and Mathematics Education 20:S1, pages 17-41.
Crossref
Xavier Fazio, Tiffany L. Gallagher & Collen DeKlerk. (2022) Exploring Adolescents’ Critical Reading of Socioscientific Topics Using Multimodal Texts. International Journal of Science and Mathematics Education 20:S1, pages 93-116.
Crossref
Nadine Cruz Neri & Jan Retelsdorf. (2022) Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science?. Exceptional Children 89:1, pages 23-41.
Crossref
Nadine Cruz Neri & Jan Retelsdorf. (2022) The role of linguistic features in science and math comprehension and performance: A systematic review and desiderata for future research. Educational Research Review 36, pages 100460.
Crossref
Kaan YÜCEL. (2022) Ülkemizde İngilizce Tıp Eğitiminde Kullanılan Nöroanatomi Kitaplarının ve Wikipedia’daki Nöroanatomi Sayfalarının OkunabilirliğiREADABILITY OF NEUROANATOMY TEXTBOOKS USED IN ENGLISH MEDICAL EDUCATION IN TURKEY AND NEUROANATOMY WEBPAGES ON WIKIPEDIA. Izmir Democracy University Health Sciences Journal 5:1, pages 138-153.
Crossref
Elahe Ziaeian & Seyyed Ehsan Golparvar. (2022) Fine-grained measures of syntactic complexity in the discussion section of research articles: The effect of discipline and language background. Journal of English for Academic Purposes 57, pages 101116.
Crossref
Jennifer Mitton & Anne Murray-Orr. (2022) Exploring the connection between playfulness and learning: Making learning memorable in a culturally and economically diverse grade 5 classroom. Thinking Skills and Creativity 43, pages 101005.
Crossref
Kwanhee Lee & Seungho Maeng. (2022) Grammatical analysis on the language of explanatory texts in elementary science textbooks. Journal of Curriculum and Evaluation 25:1, pages 103-118.
Crossref
D. Lathouris. (2022) Assessing Use of Language as Mediating Mean in Science Teaching in Activity Theory Terms: A Discourse Analysis in Socioculturally Diverse Classroom Settings in Greece. Cultural-Historical Psychology Культурно-историческая психология 18:4, pages 102-110.
Crossref
Jennifer Drake Patrick & Zhihui Fang. 2022. The Role of Language in Content Pedagogy. The Role of Language in Content Pedagogy 61 85 .
Bassey E. Antia & Richard A. Kamai. (2021) Writing biology, assessing biology. Terminology. International Journal of Theoretical and Applied Issues in Specialized Communication Terminology / International Journal of Theoretical and Applied Issues in Specialized Communication Terminology, pages 201-222.
Crossref
Lay Hoon Seah. (2020) What Student Language Reveals About the Demands of Learning the Human Circulatory System. Research in Science Education 51:6, pages 1529-1547.
Crossref
Till Bruckermann, Tanja M. Straka, Milena Stillfried & Moritz Krell. (2021) Context Matters: Accounting for Item Features in the Assessment of Citizen Scientists’ Scientific Reasoning Skills. Citizen Science: Theory and Practice 6:1, pages 21.
Crossref
Yuliya Ardasheva, Amy C. Crosson, Kira J. Carbonneau & Brian F. French. (2021) Unpacking Contributions of Morphosyntactic Awareness and Vocabulary to Science Reading Comprehension among Linguistically Diverse Students. TESOL Quarterly 55:3, pages 931-965.
Crossref
Eunjeong Yun. (2020) Comparing the Reading Behaviours of Students with High- and Low-Level Comprehension of Scientific Terms by Eye Movement Analysis. Research in Science Education 51:4, pages 939-956.
Crossref
Ilona Södervik, Maija Nousiainen & Ismo. T. Koponen. (2021) First-Year Life Science Students’ Understanding of the Role of Plants in the Ecosystem—A Concept Network Analysis. Education Sciences 11:8, pages 369.
Crossref
Reema Abouzeid. (2021) Aligning perceptions with reality: Lebanese EMI instructor perceptions of students’ writing proficiency. English for Specific Purposes 63, pages 45-58.
Crossref
Martina Tóthová, Martin Rusek & Vlastimil Chytrý. (2021) Students’ Procedure When Solving Problem Tasks Based on the Periodic Table: An Eye-Tracking Study. Journal of Chemical Education 98:6, pages 1831-1840.
Crossref
Shim Lew, Tugce Gul & John L. Pecore. (2021) ESOL pre-service teachers’ culturally and linguistically responsive teaching in mixed-reality simulations. Information and Learning Sciences 122:1/2, pages 45-67.
Crossref
Elizabeth MacKay, Elise Lynch, Tamara Sorenson Duncan & S.Hélène Deacon. (2021) Informing the Science of Reading: Students’ Awareness of Sentence‐Level Information Is Important for Reading Comprehension. Reading Research Quarterly 56:S1.
Crossref
Amanda C. Dahl, Sarah E. Carlson, Maggie Renken, Kathryn S. McCarthy & Erin Reynolds. (2021) Materials Matter: An Exploration of Text Complexity and Its Effects on Middle School Readers' Comprehension Processing. Language, Speech, and Hearing Services in Schools 52:2, pages 702-716.
Crossref
Miwa Aoki Takeuchi & Shimeng Liu. (2021) “I am more of a visual learner”: The disciplinary values and identities in school mathematics learning and group work. The Journal of Mathematical Behavior 61, pages 100835.
Crossref
Lay Hoon Seah & Kennedy Kam Ho Chan. (2020) A Case Study of a Science Teacher’s Knowledge of Students in Relation to Addressing the Language Demands of Science. International Journal of Science and Mathematics Education 19:2, pages 267-287.
Crossref
Guillermo Eduardo Cutrera, Marta Beatriz Massa & Silvia Stipcich. (2021) Nominalización en Procesos de Condensación de Significados en la Enseñanza de Solución Saturada: un estudio de caso en una escuela secundaria. Ciência & Educação (Bauru) 27.
Crossref
Christopher Nielsen. 2021. Complexity and Simplicity in Science Education. Complexity and Simplicity in Science Education 119 141 .
Andrew M. Olney. 2021. Artificial Intelligence in Education. Artificial Intelligence in Education 279 284 .
Renata de Paula Orofino, Nathália Helena Azevedo & Daniela Lopes Scarpa. 2021. Multilingual Education Yearbook 2021. Multilingual Education Yearbook 2021 215 234 .
Jonathon Adams & Fei Victor Lim. (2020) Towards a functional literacy approach to teach the language of science in the Singapore classroom. Pedagogical Linguistics 1:2, pages 125-148.
Crossref
Lynne Telesca, Barbara J. Ehren, Debbie L. Hahs-Vaughn, Vassiliki “Vicky” I. Zygouris-Coe & Anthony Pak-Hin Kong. (2020) The Effect of Metalinguistic Sentence Combining on Eighth-Grade Students' Understanding and Written Expression of Comparison and Contrast in Science. Journal of Speech, Language, and Hearing Research 63:9, pages 3068-3083.
Crossref
John Mitchell O’Toole, Karina McKoy, Margaret Freestone & Judy-Anne Osborn. (2020) ‘Scientific Literacy’: An Exercise in Model Building. Education Sciences 10:8, pages 204.
Crossref
Lourdes Cardozo‐Gaibisso, Seohyun Kim, Cory Buxton & Allan Cohen. (2019) Thinking beyond the score: Multidimensional analysis of student performance to inform the next generation of science assessments. Journal of Research in Science Teaching 57:6, pages 856-878.
Crossref
Pia Nygård Larsson & Anders Jakobsson. (2019) Meaning-Making in Science from the Perspective of Students’ Hybrid Language Use. International Journal of Science and Mathematics Education 18:5, pages 811-830.
Crossref
Iris Schiffl. (2018) How Information Literate Are Junior and Senior Class Biology Students?. Research in Science Education 50:2, pages 773-789.
Crossref
Annika Karlsson, Pia Nygård Larsson & Anders Jakobsson. (2019) The continuity of learning in a translanguaging science classroom. Cultural Studies of Science Education 15:1, pages 1-25.
Crossref
Valerie Meier, Walter Aminger, Mandy McLean, Stacey L. Carpenter, Sungmin Moon, Sarah Hough & Julie A. Bianchini. (2020) Preservice secondary science teachers’ understanding of academic language: Moving beyond “just the vocabulary”. Science Education 104:2, pages 222-251.
Crossref
Hye Yeong Kim. (2020) More than tools: Emergence of meaning through technology enriched interactions in classrooms. International Journal of Educational Research 100, pages 101543.
Crossref
Nichola J. Stuart, Vincent Connelly & Julie E. Dockrell. (2019) Written verb use and diversity in children with Developmental Language Disorder: stepping stones to academic writing. Reading and Writing 33:1, pages 67-96.
Crossref
Zhihui Fang & Jungyoung Park. (2019) Adolescents’ use of academic language in informational writing. Reading and Writing 33:1, pages 97-119.
Crossref
Maximiliano Montenegro, Alejandra Meneses, Soledad Véliz, José Pablo Escobar, Marion Garolera & María Paz Ramírez. 2020. Learning from Animations in Science Education. Learning from Animations in Science Education 131 158 .
Rebeca A. Grysko & Vassiliki (Vicky) I. Zygouris‐Coe. (2019) Supporting Disciplinary Literacy and Science Learning in Grades 3–5. The Reading Teacher 73:4, pages 485-499.
Crossref
Steven C. Pan, James Cooke, Jeri L. Little, Mark A. McDaniel, Erin R. Foster, Lisa Tabor Connor & Timothy C. Rickard. (2019) Online and Clicker Quizzing on Jargon Terms Enhances Definition-Focused but Not Conceptually Focused Biology Exam Performance. CBE—Life Sciences Education 18:4, pages ar54.
Crossref
Hendrik Härtig, Nicole Fraser, Sascha Bernholt & Jan Retelsdorf. (2019) Kann man Sachtexte vereinfachen? – Ergebnisse einer Generalisierungsstudie zum TextverständnisIs There a Possibility Making Science Texts Easier?—Trying to Generalize Findings Regarding Text Comprehension. Zeitschrift für Didaktik der Naturwissenschaften 25:1, pages 273-287.
Crossref
Jack K.H. Pun. (2019) Salient language features in explanation texts that students encounter in secondary school chemistry textbooks. Journal of English for Academic Purposes 42, pages 100781.
Crossref
Oksana Afitska & Timothy J. Heaton. (2019) Mitigating the effect of language in the assessment of science: A study of English‐language learners in primary classrooms in the United Kingdom. Science Education 103:6, pages 1396-1422.
Crossref
Sarah J. Conoyer, Jeremy W. Ford, R. Alex Smith, Erica N. Mason, Erica S. Lembke & John L. Hosp. (2018) Examining Curriculum-Based Measurement Screening Tools in Middle School Science: A Scaled Replication Study. Journal of Psychoeducational Assessment 37:7, pages 887-898.
Crossref
Miwa Aoki Takeuchi, Venise Bryan, Silvana Valera & Shima Dadkhahfard. (2019) Immigrant Students’ Stories About Learning Mathematics in Groups. Canadian Journal of Science, Mathematics and Technology Education 19:3, pages 237-253.
Crossref
Margarita Huerta & Tiberio Garza. (2019) Writing in Science: Why, How, and for Whom? A Systematic Literature Review of 20 Years of Intervention Research (1996–2016). Educational Psychology Review 31:3, pages 533-570.
Crossref
Xavier Fazio & Tiffany L. Gallagher. (2019) Science and Language Integration in Elementary Classrooms: Instructional Enactments and Student Learning Outcomes. Research in Science Education 49:4, pages 959-976.
Crossref
Lieke Stoffelsma & Wilbert Spooren. (2018) The Relationship Between English Reading Proficiency and Academic Achievement of First-Year Science and Mathematics Students in a Multilingual Context. International Journal of Science and Mathematics Education 17:5, pages 905-922.
Crossref
Moriah Ariely, Zohar Livnat & Anat Yarden. (2019) Analyzing the Language of an Adapted Primary Literature Article. Science & Education 28:1-2, pages 63-85.
Crossref
Kihyun Ryoo & Kristin Bedell. (2018) Supporting linguistically diverse students' science learning with dynamic visualizations through discourse‐rich practices. Journal of Research in Science Teaching 56:3, pages 270-301.
Crossref
Tamara Sorenson Duncan, Elizabeth MacKay & S. Hélène Deacon. (2019) Further implications of wearing literate glasses: Considerations for developmental research, psycholinguistics and clinical practice. L’Année psychologique Vol. 118:4, pages 377-382.
Crossref
T Hermawansyah, T Rahman & S Anwar. (2019) Profile of science communication competence of junior high school students on science lesson. Journal of Physics: Conference Series 1157, pages 022047.
Crossref
Margarita Huerta, Tiberio Garza, Julie K. Jackson & Manognya Murukutla. (2019) Science teacher attitudes towards English learners. Teaching and Teacher Education 77, pages 1-9.
Crossref
Kihyun Ryoo, Kristin Bedell & Amanda Swearingen. (2018) Promoting Linguistically Diverse Students’ Short-Term and Long-Term Understanding of Chemical Phenomena Using Visualizations. Journal of Science Education and Technology 27:6, pages 508-522.
Crossref
Jennifer L. Zoski, Kristin M. Nellenbach & Karen A. Erickson. (2018) Using Morphological Strategies to Help Adolescents Decode, Spell, and Comprehend Big Words in Science. Communication Disorders Quarterly 40:1, pages 57-64.
Crossref
Tiberio Garza, Margarita Huerta, Tracy G. Spies, Rafael Lara-Alecio, Beverly J. Irby & Fuhui Tong. (2017) Science Classroom Interactions and Academic Language Use with English Learners. International Journal of Science and Mathematics Education 16:8, pages 1499-1519.
Crossref
Carolyn A. Maher, Robert Sigley, Peter Sullivan & Louise C. Wilkinson. (2018) An international perspective on knowledge in teaching mathematics. The Journal of Mathematical Behavior 51, pages 71-79.
Crossref
Sara Sanders, Robin Parks Ennis & Mickey Losinski. (2018) Academic and Behavioral Strategies to Enhance the Understanding of Expository Text for Secondary Students With EBD. Beyond Behavior 27:2, pages 65-73.
Crossref
Ginger Collins & Julie A. Wolter. (2018) Facilitating Postsecondary Transition and Promoting Academic Success Through Language/Literacy-Based Self-Determination Strategies. Language, Speech, and Hearing Services in Schools 49:2, pages 176-188.
Crossref
Mary F. Rice & Donald D. Deshler. (2018) Too Many Words, Too Little Support. International Journal of Web-Based Learning and Teaching Technologies 13:2, pages 46-61.
Crossref
Gabriel Estrella, Jacky Au, Susanne M. Jaeggi & Penelope Collins. (2018) Is Inquiry Science Instruction Effective for English Language Learners? A Meta-Analytic Review. AERA Open 4:2, pages 233285841876740.
Crossref
Rafael Lara-Alecio, Beverly Irby, Fuhui Tong, Cindy Guerrero, Janice Koch & Kara Sutton-Jones. (2018) Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students. Education Sciences 8:1, pages 27.
Crossref
Carol Adamec Brown. 2018. K-12 STEM Education. K-12 STEM Education 867 892 .
Kihyun Ryoo, Emily Toutkoushian & Kristin Bedell. (2018) Exploring different types of assessment items to measure linguistically diverse students’ understanding of energy and matter in chemistry. Chemistry Education Research and Practice 19:1, pages 149-166.
Crossref
Ajay Sharma & Cory BuxtonAjay Sharma & Cory Buxton. 2018. The Natural World and Science Education in the United States. The Natural World and Science Education in the United States 87 120 .
Silvija Markic. 2018. Global Developments in Literacy Research for Science Education. Global Developments in Literacy Research for Science Education 63 77 .
Chris Davison & Sue Ollerhead. 2018. Global Developments in Literacy Research for Science Education. Global Developments in Literacy Research for Science Education 29 43 .
Rebekah Lieu, Ashley Wong, Anahita Asefirad & Justin F. Shaffer. (2017) Improving Exam Performance in Introductory Biology through the Use of Preclass Reading Guides. CBE—Life Sciences Education 16:3, pages ar46.
Crossref
Wilton Lodge. (2016) Science learning and teaching in a Creole-speaking environment. Cultural Studies of Science Education 12:3, pages 661-675.
Crossref
소지영 & Joo Se Hyung. (2017) Exploring the instrument-based essence of Korean language education with a focus on “grammatical metaphor“ in Science textbooks. Journal of Korean Language Education null:39, pages 119-158.
Crossref
Rebecca Jesson & Judy Parr. (2017) Teachers’ selection of texts for Pasifika students in New Zealand primary schools. The Australian Journal of Language and Literacy 40:2, pages 109-123.
Crossref
Dennis S. Davis, Becky Huang & Tanisha Yi. (2017) Making Sense of Science Texts: A Mixed-Methods Examination of Predictors and Processes of Multiple-Text Comprehension. Reading Research Quarterly 52:2, pages 227-252.
Crossref
하지훈. (2017) 초등 과학 교과서에 제시된 ‘생태계 속 생물의 역할’과 관련된 과학 용어 분석. BIOLOGY EDUCATION 45:1, pages 30-40.
Crossref
DARREN G. HOEG & JOHN LAWRENCE BENCZE. (2017) Values Underpinning STEM Education in the USA: An Analysis of the Next Generation Science Standards. Science Education 101:2, pages 278-301.
Crossref
Aaron Wilson, Stuart McNaughton & Tong Zhu. (2017) Subject area literacy instruction in low SES secondary schools in New Zealand.. The Australian Journal of Language and Literacy 40:1, pages 72-85.
Crossref
M. L. Head, K. Yoder, E. Genton & J. Sumperl. (2017) A quantitative method to determine preservice chemistry teachers' perceptions of chemical representations. Chemistry Education Research and Practice 18:4, pages 825-840.
Crossref
Andrew M. Olney, Philip I. PavlikJr.Jr. & Jaclyn K. Maass. 2017. Artificial Intelligence in Education. Artificial Intelligence in Education 262 273 .
Sultan Turkan & Alexis A. Lopez. 2017. Teaching Science to English Language Learners. Teaching Science to English Language Learners 163 190 .
Clara Lee Brown & Mehmet Aydeniz. 2017. Teaching Science to English Language Learners. Teaching Science to English Language Learners 83 110 .
Luciana C. de Oliveira. 2017. Science Teacher Preparation in Content-Based Second Language Acquisition. Science Teacher Preparation in Content-Based Second Language Acquisition 41 58 .
Audrey Cameron, Rachel O’Neill & Gary Quinn. 2017. Science Teacher Preparation in Content-Based Second Language Acquisition. Science Teacher Preparation in Content-Based Second Language Acquisition 341 360 .
Haley A. Vlach & Nigel Noll. (2016) Talking to children about science is harder than we think: characteristics and metacognitive judgments of explanations provided to children and adults. Metacognition and Learning 11:3, pages 317-338.
Crossref
Sally Humphrey & Lucy Macnaught. (2016) Functional Language Instruction and the Writing Growth of English Language Learners in the Middle Years. TESOL Quarterly 50:4, pages 792-816.
Crossref
Zhihui Fang. (2016) Text complexity in the US Common Core State Standards: A linguistic critique. The Australian Journal of Language and Literacy 39:3, pages 195-206.
Crossref
Diego Roman, Francesca Jones, Deni Basaraba & Stephanie Hironaka. (2016) Helping Students Bridge Inferences in Science Texts Using Graphic Organizers. Journal of Adolescent & Adult Literacy 60:2, pages 121-130.
Crossref
Jennifer P. Lundine & Rebecca J. McCauley. (2016) A Tutorial on Expository Discourse: Structure, Development, and Disorders in Children and Adolescents. American Journal of Speech-Language Pathology 25:3, pages 306-320.
Crossref
Christine V. McDonald. (2015) Evaluating Junior Secondary Science Textbook Usage in Australian Schools. Research in Science Education 46:4, pages 481-509.
Crossref
Lay Hoon Seah. (2015) Elementary Teachers’ Perception of Language Issues in Science Classrooms. International Journal of Science and Mathematics Education 14:6, pages 1059-1078.
Crossref
Margarita Huerta, Beverly J. Irby, Rafael Lara-Alecio & Fuhui Tong. (2015) Relationship Between Language and Concept Science Notebook Scores of English Language Learners and/or Economically Disadvantaged Students. International Journal of Science and Mathematics Education 14:S2, pages 269-285.
Crossref
Lay Hoon Seah. (2015) Understanding the Conceptual and Language Challenges Encountered by Grade 4 Students When Writing Scientific Explanations. Research in Science Education 46:3, pages 413-437.
Crossref
Mark D. Johnson & Christine L. Nicodemus. (2015) Testing a threshold: an approximate replication of Johnson, Mercado & Acevedo 2012. Language Teaching 49:2, pages 251-274.
Crossref
Evelien Van Laere, Orhan Agirdag & Johan van Braak. (2016) Supporting science learning in linguistically diverse classrooms: Factors related to the use of bilingual content in a computer-based learning environment. Computers in Human Behavior 57, pages 428-441.
Crossref
Amy Alexandra Wilson & Melanie Landon-Hays. (2016) A social semiotic analysis of instructional images across academic disciplines. Visual Communication 15:1, pages 3-31.
Crossref
Sultan Turkan & Heather M. Buzick. (2014) Complexities and Issues to Consider in the Evaluation of Content Teachers of English Language Learners. Urban Education 51:2, pages 221-248.
Crossref
Anne Kristine Byhring & Erik Knain. (2015) Intertextuality for Handling Complex Environmental Issues. Research in Science Education 46:1, pages 1-19.
Crossref
Carol Adamec Brown. 2016. Handbook of Research on Learning Outcomes and Opportunities in the Digital Age. Handbook of Research on Learning Outcomes and Opportunities in the Digital Age 127 151 .
Silvija Markic & Peter E. Childs. (2016) Language and the teaching and learning of chemistry. Chemistry Education Research and Practice 17:3, pages 434-438.
Crossref
Ruth B. Cink & Youngjin Song. (2016) Appropriating scientific vocabulary in chemistry laboratories: a multiple case study of four community college students with diverse ethno-linguistic backgrounds. Chemistry Education Research and Practice 17:3, pages 604-617.
Crossref
Ying-Shao Hsu, Miao-Hsuan Yen, Wen-Hua Chang, Chia-Yu Wang & Sufen Chen. (2014) CONTENT ANALYSIS OF 1998–2012 EMPIRICAL STUDIES IN SCIENCE READING USING A SELF-REGULATED LEARNING LENS. International Journal of Science and Mathematics Education 14:S1, pages 1-27.
Crossref
KRISTIN NELLENBACH, JENNIFER ZOSKI, JOY DIAMOND & KAREN ERICKSON. (2014) A graphomorphemic approach to identifying and selecting a set of high utility, stable affixes common to the technical vocabulary of science. Applied Psycholinguistics 36:6, pages 1441-1457.
Crossref
Hendrik Härtig, Sascha Bernholt, Helmut Prechtl & Jan Retelsdorf. (2015) Unterrichtssprache im Fachunterricht – Stand der Forschung und Forschungsperspektiven am Beispiel des TextverständnissesLanguage in Science Teaching – Research Review and Perspectives Using Text Comprehension as an Example. Zeitschrift für Didaktik der Naturwissenschaften 21:1, pages 55-67.
Crossref
David M. Quinn & North Cooc. (2015) Science Achievement Gaps by Gender and Race/Ethnicity in Elementary and Middle School. Educational Researcher 44:6, pages 336-346.
Crossref
Paola Uccelli, Emily Phillips Galloway, Christopher D. Barr, Alejandra Meneses & Christina L. Dobbs. (2015) Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension. Reading Research Quarterly 50:3, pages 337-356.
Crossref
Ghizlane Bendriss & Rachid Bendriss. (2015) Raising awareness among health educators and educational institutions of the need to overcome the language barrier among Non-Native English speaking students of Health Sciences in Qatar: A needs analysis and solutions. Journal of Local and Global Health Science 2015:1.
Crossref
Jeronymo Dalapicolla, Victor de Almeida Silva & Junia Freguglia Machado Garcia. (2015) EVOLUÇÃO BIOLÓGICA COMO EIXO INTEGRADOR DA BIOLOGIA EM LIVROS DIDÁTICOS DO ENSINO MÉDIO. Ensaio Pesquisa em Educação em Ciências (Belo Horizonte) 17:1, pages 150-173.
Crossref
AJAY SHARMA & CORY A. BUXTON. (2015) Human-Nature Relationships in School Science: A Critical Discourse Analysis of a Middle-Grade Science Textbook. Science Education 99:2, pages 260-281.
Crossref
Kihyun Ryoo. (2014) Teaching Science Through the Language of Students in Technology-Enhanced Instruction. Journal of Science Education and Technology 24:1, pages 29-42.
Crossref
Dianna Townsend. (2015) Who's Using the Language? Supporting Middle School Students With Content Area Academic Language. Journal of Adolescent & Adult Literacy 58:5, pages 376-387.
Crossref
Anna Maria Arias, Annemarie S. Palincsar & Elizabeth A. Davis. (2017) The Design and Use of Educative Curricular Supports for Text-Based Discussions in Science. Journal of Education 195:1, pages 21-37.
Crossref
Laura B. Smolkin & Carol A. Donovan. 2015. Research in Early Childhood Science Education. Research in Early Childhood Science Education 211 236 .
Silvija Markic. 2015. Affective Dimensions in Chemistry Education. Affective Dimensions in Chemistry Education 279 295 .
Deborah K. Reed & Kristi L. Santi. 2015. Improving Reading Comprehension of Middle and High School Students. Improving Reading Comprehension of Middle and High School Students 179 197 .
GARD OVE SØRVIK, MARTE BLIKSTAD-BALAS & MARIANNE ØDEGAARD. (2015) “Do Books Like These Have Authors?” New Roles for Text and New Demands on Students in Integrated Science-Literacy Instruction. Science Education 99:1, pages 39-69.
Crossref
Xavier Fazio & Tiffany L. Gallagher. (2013) MORPHOLOGICAL DEVELOPMENT LEVELS OF SCIENCE CONTENT VOCABULARY: IMPLICATIONS FOR SCIENCE-BASED TEXTS IN ELEMENTARY CLASSROOMS. International Journal of Science and Mathematics Education 12:6, pages 1407-1423.
Crossref
Luciana C. de Oliveira & Shu-Wen Lan. (2014) Writing science in an upper elementary classroom: A genre-based approach to teaching English language learners. Journal of Second Language Writing 25, pages 23-39.
Crossref
Robert J. Mislevy & Richard P. Durán. (2014) A Sociocognitive Perspective on Assessing EL Students in the Age of Common Core and Next Generation Science Standards . TESOL Quarterly 48:3, pages 560-585.
Crossref
Sukjin Kang & Hanjoong Koh. (2014) An Analysis on the Readability of the Texts in Elementary School Science Textbooks in Terms of Word and Sentence Units. Elementary Science Education 33:3, pages 549-557.
Crossref
Amy Alexandra Wilson, Michael D. Boatright & Melanie Landon-Hays. (2014) Middle School Teachers’ Discipline-Specific Use of Gestures and Implications for Disciplinary Literacy Instruction. Journal of Literacy Research 46:2, pages 234-262.
Crossref
Sultan Turkan, Luciana C. De Oliveira, Okhee Lee & Geoffrey Phelps. (2014) Proposing a Knowledge Base for Teaching Academic Content to English Language Learners: Disciplinary Linguistic Knowledge. Teachers College Record: The Voice of Scholarship in Education 116:3, pages 1-30.
Crossref
Lei Sun & Geraldine P. Wallach. (2014) Language Disorders Are Learning Disabilities. Topics in Language Disorders 34:1, pages 25-38.
Crossref
Catherine Bruguière & Eric Triquet. 2014. Topics and Trends in Current Science Education. Topics and Trends in Current Science Education 505 517 .
Liliana Mammino. 2014. Science Teachers’ Use of Visual Representations. Science Teachers’ Use of Visual Representations 195 225 .
Hui Jin & Xin Wei. 2014. Teaching and Learning of Energy in K – 12 Education. Teaching and Learning of Energy in K – 12 Education 157 173 .

Displaying 200 of 245 citing articles. Use the download link below to view the full list of citing articles.

Download full citations list

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.