Natural Science Readings

Brandt, C. B. (2008). Scientific discourse in the academy: A case study of an American Indian undergraduate.  Science Education, 92(5), 825-847. 

Bricker, L. A., & Bell, P. (2011). Argumentation and reasoning in life and school: Implications for the design of school science learning environments. In M.S. Khine (Ed.), Perspectives on Science Argumentation. Springer.

Brown, B. A. (2004). Discursive identity: Assimilation into the culture of science and its implications for minority students. Journal of Research in Science Teaching, 41(8), 810-834.

Brown, B. A., & Spang, E. (2008). Double talk: Synthesizing everyday and science language in the classroom. Science Education, 92(4), 708-732. 

Castek, J., & Beach, R. (2013). Using apps to support disciplinary literacy and science learning. Journal of Adolescent & Adult Literacy, 56(7), 554-564.

Cervetti, G. N., Barber, J., Dorph, R., Pearson, P. D., & Goldschmidt, P. (2012). The impact of an integrated approach to science and literacy in elementary school classrooms. Journal of Research in Science Teaching, 49(5), 631-658. 

Cervetti, G, & Pearson, P. D. (2012). Reading, writing, and thinking like a scientist. Journal of Adolescent & Adult Literacy, 55(7), 580-586.

Fang, Z., & Wei, Y. (2010). Improving middle school students’ science literacy through reading infusion. The Journal of Educational Research, 103(4), 262-273. 

Goss, M., Castek, J., & Manderino, M. (2016). Disciplinary and digital literacies: Three synergies. Journal of Adolescent & Adult Literacy, 60(3), 335-340.

Greenleaf, C. L., Litman, C., Hanson, T., Rosen, R., Boscardin, C. K., Herman, J., Schneider, S. A., Madden, S., & Jones, B. (2011). Integrating literacy and science in biology: Teaching and learning impacts of Reading Apprenticeship professional development. American Educational Research Journal, 48(3), 647-717. 

Hand, B., Hohenshell, L., & Prain, V. (2004). Exploring students’ responses to conceptual questions when engaged with planned writing experiences: A study with Year 10 science students. Journal of Research in Science Teaching, 41(2), 186-210. 

Kohnen, A. M. (2013). Informational writing in high school science: The importance of genre, apprenticeship, and publication. Journal of Adolescent & Adult Literacy, 57(3), 233-242.

Lesley, M. (2014). “Spacecraft reveals recent geological activity on the moon”: Exploring the features of NASA Twitter posts and their potential to engage adolescents. Journal of Adolescent & Adult Literacy, 57(5), 377-385.

National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common Core State Standards. Washington, DC: Author.

NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press.

Shanahan, C., Shanahan, T., & Misischia, C. (2011). Analysis of expert readers in three disciplines: History, mathematics, and chemistry. Journal of Literacy Research, 43(4), 393-429.

Wilson-Lopez, A., & Minichiello, A. (2017). Disciplinary literacy in engineering. Journal of Adolescent & Adult Literacy, 61(1), 7-14.

Wright, T. S., & Gotwals, A. W. (2017).  Supporting kindergartners’ science talk in the context of an integrated science and disciplinary literacy curriculum.  The Elementary School Journal, 117(3), 513-537.

Yore, L., Bisanz, G. L., & Hand, B. M. (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25(6), 689-725.

Yore, L. D., Hand, B. M., & Florence, M. K. (2004). Scientists’ views of science, models of writing, and science writing practices.Journal of Research in Science Teaching, 41(4), 338-369. 

Yore, L. D., Hand, B. M., & Prain, V. (2002). Scientists as writers. Science Education, 86(5), 673-692.