Foreword by Sandra K. Abell Acknowledgments About the Authors About the Co-Authors 1. Teaching Science as Inquiry Inquiry-Based Science Language and Literacy in Inquiry-Based Science Overview of This Book 2. The Challenges of Science Reading What Does It Take to Comprehend a Text? Linguistic Challenges of Science Reading Conclusion 3. Using Trade Books to Support Science Inquiry Why Read Trade Books in Science? Award-Winning Science Trade Books Becoming Familiar With the Format of Science Trade Books Using Trade Books to Empower Science Learning Conclusion 4. Learning Language, Learning Science Building a Language-Rich Science Curriculum Developing Vocabulary Knowledge Learning About Nouns Disentangling Discourse Conclusion 5. Scaffolding Reading Through Strategy Instruction Reading Strategy Instruction and Text Comprehension Reading Strategy Instruction in Action: A Vignette Bootstrapping Comprehension: Activating and Integrating Prior Knowledge Monitoring Comprehension: Promoting Thinking During Reading Consolidating Comprehension: Organizing Information From Text Principles and Practice of Reading Strategy Instruction in Science Conclusion 6. Learning to Write and Writing to Learn in Science Why Write in Science? Learning to Write Scientifically Writing to Learn in Science: An Instructional Framework Implementing the Writing-to-Learn-Science Instructional Model Classroom Activities That Promote Writing to Learn Science Conclusion Endnotes References Index
"Finally, a book with sound research and ready-to-use strategies to connect reading and science!" -Jenny Sue Flannagan, Director, Martinson Center for Mathematics and Science, School of Education, Regent University "This work shows how reading scientific texts differs from reading literary texts and describes the tools teachers need to teach reading in science." -Stephen P. Norris, Canada Research Chair in Scientific Literacy, University of Alberta "The authors address what few recognize-that reading is an issue in science, but ultimately no one is teaching students to read science." -Sally Koczan, Science Teacher, Wydown Middle School, Clayton, MO Boost students' understanding of science with literacy strategies! Research has long supported the positive effects of integrating literacy practices into the science curriculum; now this helpful and timely resource offers science educators effective strategies that they can implement immediately. Teachers of students in Grades 3-8 will find innovative ideas-aligned with national science education standards-for incorporating language analysis and science literature into inquiry-based science classrooms. Included are activities as well as sample lessons to help students: Read and comprehend science texts Find related resources to explore particular interests Build their science vocabulary Write to learn science concepts This volume is valuable for teachers, leaders of professional development workshops, institutes, topical seminars in science and literacy, science and reading methods courses, and study groups.
Zhihui Fang (Ph.D., Purdue University) is Professor of Language and Literacy Education in the School of Teaching and Learning at the University of Florida, where he also coordinates the Reading Education program. He specializes in content area reading and writing, language development, and teacher education. His recent research focuses on the role of language in construing disciplinary knowledge and in shaping students' literacy development. He is particularly interested in exploring the use of evidence-based language and literacy practices to support science teaching and learning. Zhihui has authored over 70 publications that include books, book chapters, and journal articles. His Reading in Secondary Content Areas: A Language-Based Pedagogy (University of Michigan Press, 2008), co-authored with Mary Schleppegrell, describes a new approach to teaching reading in the subjects of science, mathematics, social studies, and language arts. He can be contacted at zfang@coe.ufl.edu. Linda Leonard Lamme is professor of education at the University of Florida School of Teaching and Learning where she teaches courses in children's literature, including international literature, literature for the writing program, literature for the content areas, and multicultural literature. She conducts research on children's responses to literature, book analysis, and literature in the curriculum. Lamme has served on the Notable Books for a Global Society Committee for the Children's Literature and Reading SIG of IRA, the Notable Books for Language Arts Committee for NCTE, and the Children's Literature Assembly Board. Rose M. Pringle is associate professor of science education at the University of Florida School of Teaching and Learning. Her areas of research include preservice teachers' positionality as science learners and issues associated with learning to teach inquiry-based science. She is particularly interested in working towards increasing the participation of minorities, especially girls of African descent, into mathematics and science related careers. Pringle is currently exploring the relationship between science teachers' and counselors' expectations and African American girls' self-perception as science and mathematics learners.