Incorporating Young Adult Literature into the 5E Learning Cycle

Reference

• Ansberry, K. R., & Morgan, E. (2005). Picture-perfect science lessons: Using children's books to guide inquiry. Arlington, VA: National Science Teachers Association Press.
   Google Scholar
• Atwater, M. M. (1998). Science literacy through the lens of critical feminist interpretive frameworks. Journal of Research in Science Teachingg, 35, 375–377.
   Web of Science ®Google Scholar
• Carr, E., & Ogle, D. (1987). K-W-L Plus: A strategy for comprehension and summarization. Journal of Reading, 30, 626–631.
   Google Scholar
• Department of Elementary & Secondary Education (Missouri).(2005). Grade-level expectations. Jefferson City, MO: Author.
   Google Scholar
• Douglas, R., Klentschy, M. P., & Worth, K. (Eds.). (2006). Linking science and literacy in the K—8 classroom. Arlington, VA: National Science Teachers Association.
   Google Scholar
• Early, M. (1984). Reading to learn in grades 5—12. New York: Harcourt Brace Jovanovich.
   Google Scholar
• Ebbers, M. (2002). Science text sets: Using various genres to promote literacy and inquiry. Language Arts, 80(1), 40–50.
   Google Scholar
• Ford, D. (2005). Representations of science within children's trade books. Journal of Research in Science Teachingg, 43(2), 214–235.
   Web of Science ®Google Scholar
• Ford, D., Brickhouse, N. W., Lottero-Perdue, P., & Kittleson, J. (2006). Elementary girls' science reading at home and school. Science Education, 90, 270–288.
   Web of Science ®Google Scholar
• Fradd, S. H., Lee, O., Sutman, F. X., & Saxton, M. K. (2001). Promoting science literacy with English language learners through instructional materials development: A case study. Bilingual Research Journal, 25, 417–439.
   Google Scholar
• Halkia, K., & Mantzouridis, D. (2005). Students' views and attitudes towards the communication code used in press articles about science. International Journal of Science Education, 27, 1395–1411.
   Web of Science ®Google Scholar
• Hidi, S., & Anderson, V. (1992). Situational interest and its impact on reading and expository writing. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 215–238). Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Ivey, G. (1999). A multicase study in the middle school: Complexities among young adolescent readers. Reading Research Quarterly, 34(2), 172–192.
   Web of Science ®Google Scholar
• Jones, M. G., Howe, A., & Rua, M. J. (2000). Gender differences in students' experiences, interests, and attitude toward science and scientists. Science Education, 84, 180–192.
   Web of Science ®Google Scholar
• Kennedy, D., Spangler, S., & Vanderwerf, M. A. (1990). Science and technology in fact and fiction: A guide to young adult books. New York: R R. Bowker.
   Google Scholar
• Kesidou, S., & Roseman, J. E. (2002). How well do middle school science programs measure up? Findings from Project 2061's Curriculum Review. Journal of Research in Science Teachingg, 39, 522–549.
   Web of Science ®Google Scholar
• Lawson, A. E. (1995). Science teaching and the development of thinking. Belmont, CA: Wadsworth.
   Google Scholar
• Maienschein, J. (1998). Scientific literacy. Science, 281, 917.
   Web of Science ®Google Scholar
• Moore, S. D., & Bintz, W. P. (2002). From Galileo to Snowflake Bentley. Science Scope, 6, 10–14.
   Google Scholar
• Morrow, L. M., Pressley, M., Smith, J. K., & Smith, M. (1997). The effect of a literature-based program integrated into literacy and science instruction with children from diverse backgrounds. Reading Research Quarterly, 32(1), 54–76.
   Web of Science ®Google Scholar
• Musheno, B. V., & Lawson, A. E. (1999). Effects of learning cycle and traditional text on comprehension of science concepts by students at differing reasoning levels. Journal of Research in Science Teachingg, 36, 23–37.
   Web of Science ®Google Scholar
• National Research Council. (1995). National science education standards. Washington, DC: National Academy Press.
   Google Scholar
• Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87, 224–240.
   Web of Science ®Google Scholar
• Norris, S. P., Guilbert, S. M., Smith, M. L., Hakimelahi, S., & Phillips, L. M. (2005). A theoretical framework for narrative explanation in science. Science Education, 89, 535–56.
   Web of Science ®Google Scholar
• Ogle, D. S. (1986). K-W-L group instructional strategy. In A. S. Palinscsar, D. S. Ogle, B. F. Jones, & E. G. Carr (Eds.), Teaching reading as thinking (Teleconference Resource Guide, pp. 11–17). Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Oravetz, D. (2005). Science and science fiction. Science Scope, 3, 20–22.
   Google Scholar
• Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25, 1049–1079.
   Web of Science ®Google Scholar
• Sapp, G. (1995). Building a popular science library collection for high school to adult learners. London: Greenwood Press.
   Google Scholar
• Saul, W., & Jagusch, S. A. (Eds.). (1992). Vital connections: Children, science, and books. Portsmouth, NH: Heinemann.
   Google Scholar
• Stake, J. E., & Mares, K. R. (2005). Evaluating the impact of science-enrichment programs on adolescents' science motivation and confidence: The Splashdown Effect. Journal of Research in Science Teaching, 42, 359–375.
   Web of Science ®Google Scholar
• Staton, H. N., & McCarthy, T. (1994). Science and stories. Parsippany, NJ: Good Year.
   Google Scholar
• Straits, W., & Nichols, S. (2006). Literature circles for science. Science and Children, 9, 52–55.
   Google Scholar
• Thier, M., & Daviss, B. (2002). The new science literacy. Portsmouth, NH: Heinemann.
   Google Scholar
• Wescott, W. B., & Spell, J. E. (1999). Tearing down the wall: Literature and science. English Journal, 89(2), 70–76.
   Google Scholar
• Worthy, J., Moorman, M., & Turner, M. (1999). What Johnny likes to read is hard to find in school. Reading Research Quarterly, 34(1), 12–27.
   Web of Science ®Google Scholar
• Yore, L. D., & Bisanz, G. L. (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25, 689–725.
   Web of Science ®Google Scholar