Home » Language and Literacy in Inquiry-Based Science Classrooms, Grades 3-8
Product Image

Language and Literacy in Inquiry-Based Science Classrooms, Grades 3-8

Zhihui Fang | Linda L. Lamme | Rose M. Pringle
€34.99
Quantity:
In stock with our UK publisher. 14-28 days
Delivery/Collection within 10-20 working days
14 days return policy Shipping & Delivery
A01=Linda L. Lamme
A01=Linda Leonard Lamme
A01=Rose M. Pringle
A01=Zhihui Fang
Author_Linda L. Lamme
Author_Linda Leonard Lamme
Author_Rose M. Pringle
Author_Zhihui Fang
Category1=Kids
Category=JNLB
Category=JNU
Category=NL-JN
Category=NL-YQ
Category=YPCA
Category=YPMP
Content Area Literacy
Content Area Reading
COP=United States
eq_bestseller
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Fang
Format=BC
HMM=254
IMPN=SAGE Publications Inc
ISBN13=9781412988421
Lamme
Middle School Science
NCTE Standards
NSTA Standards
PA=To order
PD=20101103
Price=31.88
Pringle
PS=Active
PUB=SAGE Publications Inc
Reading Comprehension
Science Inquiry
Science Literacy
Science Reading
Science Writing
Science/STEM
ScienceSTEM
Scientific Writing
Subject=Education
Subject=Educational Material
Upper Elementary Science
WG=340
WMM=177

Product details

  • ISBN 9781412988421
  • Weight: 340g
  • Dimensions: 177 x 254mm
  • Publication Date: 03 Nov 2010
  • Publisher: SAGE Publications Inc
  • Publication City/Country: US
  • Product Form: Paperback
Secure checkout Fast Shipping Easy returns
Description

"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.
About Linda L. Lamme | Linda Leonard Lamme | Rose M. Pringle | Zhihui Fang
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. 

More from this author