134
Views
7
CrossRef citations to date
0
Altmetric
Miscellany

Reading Scientifically: Practices Supporting Intertextual Reading Using Science Knowledge

References

  • AustinJLJaworksiACouplandNHow to do things with wordsThe discourse reader1999LondonRoutledge
  • Bakhtin, M. M. (1986). Speech genres & other late essays (V. W. McGee, Trans.). Austin: University of Texas Press.
  • BloomJDiscourse, cognition, and choatic systems: An examination of students’ argument about densityThe Journal of the Learning Sciences200110444749210.1207/S15327809JLS1004new_3
  • BloomeDEgan-RobertsonAThe social construction of intertextuality in classroom reading and writing lessonsReading Research Quarterly19932830533310.2307/747928
  • Branley, F. M., & Hale, J. G. (1997). Down comes the rain. New York: Harper Collins Children’s Books.
  • CervettiGNPearsonPDBravoMBarberJDouglasRKlentschyMWorthKReading and writing in the service of inquiry-based scienceLinking science and literacy in the K-8 classroom2006AlexandriaNSTA Press
  • CobbPBowersJCognitive and situated learning perspectives in theory and practiceEducational Researcher199928241510.3102/0013189X028002004
  • CurryDSaunders-SmithGHow things move1999North Mankato, MNCapston Press
  • LisiRGolbeckSLO’DonnellAMKingAImplicaitons of Piagetian theory for peer learningCognitive perspectives on peer learning1999MahwehLawrence Erlbaum, Inc
  • DonovanCASmolkinLBGenre and other factors influencing teachers’ book selections for science instructionReading Research Quarterly200136441244010.1598/RRQ.36.4.4
  • DukeNK3.6 minutes per day: The scarcity of informational texts in first gradeReading Research Quarterly20003520222410.1598/RRQ.35.2.1
  • EdelskyCTannenDWho’s got the floor?Gender and conversational interaction1993New YorkOxford University Press189227
  • Enfield, M. (2007). Could that really happen? Elementary childrens inquiry around informational and narrative texts Paper presented at the Annual Meeting of the National Association for Research on Science Teaching, New Orleans, LA.
  • FordDSaulEWHIghly recommended trade books: Can they be used in inquiry science?Crossing borders in literacy and science instruction: Perspectives on theory and practice2004NewarkInternational Reading Association
  • Ford, C., Yore, L. D., & Anthony, R. J. (1997). Reforms, visions and standards: A cross-curricular view from an elementary school perspective. Paper presented at the Annual Meeting of the National Association for Resarch in Science Teaching, Oak Brook, IL, March 1997.
  • FrazeeMRoller coaster2003New YorkHarcourt Children’s Books
  • Gee, J. P., & Green, J. L. (1998). Discourse analysis, learning, and social practice: A methodological study Review of Research in Education (Vol. 23, pp. 119–169). Washington D.C.: American Educational Research Association.
  • GirodM.TwymanT.Evaluating the science and literacy connection by comparing three curricular units in second grade classroomsJournal of Elementary Science Education20092131332
  • GlaserBStraussAThe discovery of grounded theory: Strategies for qualitative research1967New YorkAldnine
  • HapgoodSMagnussonSJPalincsarASTeacher, text and experience: A case of young children’s scientific inquiryThe Journal of the Learning Sciences200413445550510.1207/s15327809jls1304_1
  • HesseKMuthJCome on rain1999New YorkScholastic Press
  • HoganKNastasiBKPressleyMDiscourse patterns and collaborative scientific reasoning in peer and teacher-guided discussionsCognition and Instruction200017437943210.1207/S1532690XCI1704_2
  • KingAO’ConnellAMKingADiscourse patterns for mediating peer learningCognitive perspectives on peer learning1999MahwehLawrence Erlbaum
  • LaveJWengerESituated learning: Legitimate peripheral participation1991CambridgeCambridge University Press
  • LemkeJLMaking text talkTheory into Practice198928213614110.1080/00405848909543392
  • LemkeJLTalking science: Language, learning and values1990NorwoodAblex Publishing Corporation
  • MagnussonSPalincsarASSaulEWLearning from text designed to model scientific thinking in inquiry-based instructionCrossing borders in literacy and science instruction: Perspectives on theory and practice2004NewarkInternational Reading Association
  • Mathison, S., & Freeman, M. (2003). Constraining elementary teachers’ work: Dilemmas and paradoxes created by state mandated testing. Education Policy Analysis Archives, 11(34). Available at http://epaa.eas.edu/epaa/v11n34/.
  • McCullyEAMirette on the highwire1997New YorkPuffin
  • McEwanHEganKNarrative in teaching, learning, and research1995New YorkTeachers College Press
  • MehanHLearning lessons: Social organization in the classroom1979CambridgeHarvard University Press
  • Taking science to school: Learning and teaching science in grades K-82007Washington, DCThe National Academies Press
  • NorrisS. P.GuilbertS. M.SmithM. L.HakimelahiS.PhillipsL. M.A theoretical framework for narrative explanation in scienceScience Education2005894535563
  • OlitskySPromoting student engagement in science: Interaction rituals and the pursuit of common practiceJournal of Research in Science Teaching2007441335610.1002/tea.20128
  • OylerCSharing authority: Student initiations during teacher-led read-alouds of information booksTeaching and Teacher Education199612214916010.1016/0742-051X(95)00028-I
  • PalincsarASHerrenkohlLRO’DonnellAMKingADesigning collaborative contexts: Lessons from three research programsCognitive perspectives on peer learning1999MahwehLawrence Erlbaum
  • PappasCVarelasMBarryARifeASaulEWPromoting dialogic inquiry in information book read-alouds: Young children’s ways of making sense of scienceCrossing borders in literacy and science instruction: Perspectives on theory and practice2004NewarkInternational Reading Association
  • PattonMQQaulitative evaluation and research methods19902Newbury ParkSage
  • RobertsonADevelopment of shared vision: Lessons from a science education community collaborativeJournal of Research in Science Teaching200744568170510.1002/tea.20162
  • SaulWReardonJPearceCDieckmanDNeutzeDScience workshop: Reading, writing, and thinking like a scientist20022Portsmouth, NHHeinemann
  • Shannon, D. (2000). The rain came down. New York: Blue Sky Press.
  • ShultzJJFlorioSEricksonFGilmorePGlatthornAAWhere’s the floor? Aspects of cultural organization of social relationships in communication at home and schoolChildren in and out of school: Ethnography and education1982Washington DCThe Center for Applied Linguistics88123
  • SmolkinLBDonovanCAThe contexts of comprehension: The information book read aloud, comprehension acquisition, and comprehension instruction in a first-grade classroomElementary School Journal200110229710210.1086/499695
  • VarelasMPappasCCIntertextuality in read-alouds of integrated science-literacy units in urban primary classrooms: Opportunities for the development of thought and languageCognition and Instruction200624221125910.1207/s1532690xci2402_2
  • VarelasMPappasCCKaneJMArsenaultAHankesJCowanBMUrban primary-grade children think and talk science: Curricular and instructional practice that nurture participation and argumentationScience Education2008921659510.1002/sce.20232
  • VarelasMPappasCCRifeAExploring the role of intertextuality in concept construction: Urban second graders make sense of evaporations, boiling, and condensationJournal of Research in Science Teaching200643763766610.1002/tea.20100
  • WellsGChang-WellsGLConstructing knowledge together: Classrooms as centers of inquiry and literacy1992PortsmouthHeinnemann
  • WertschJVRioPAlvarezAWertschJVRioPAlvarezASociocultural studies: History, action, and mediationSociocultural studis of the mind1995CambridgeCambridge University Press136
  • WhitinPWhitinDJInquiry at the window: Pursuing the wonders of learners1997PortmouthHeinemann
  • YoreLDHandBGoldmanSRHildebrandGMOsborneJFTreagustDFWallaceCSNew directions in language and science education researchReading Research Quarterly2004393347352

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.