Engaging Young Children with Informational Books


Helen Patrick & Panayota Mantzicopoulos

  • Citations
  • Add to My List
  • Text Size

  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index
  • Classroom Insights from Educational Psychology Series

    A Developmental Approach to Educating Young Children

    Denise H. Daniels and Patricia K. Clarkson

    Transforming Teaching and Learning Through Data-Driven Decision Making

    Ellen B. Mandinach and Sharnell S. Jackson

    An Interpersonal Approach to Classroom Management: Strategies for Improving Student Engagement

    Heather A. Davis, Jessica J. Summers, and Lauren M. Miller

    Engaging Young Children With Informational Books

    Helen Patrick and Panayota Mantzicopoulos


    View Copyright Page

    Series Preface to Classroom Insights

    Division 15, Educational Psychology, of the American Psychological Association and Corwin partnered to create the Classroom Insights from Educational Psychology series for teachers in an effort to reduce the widening gap between research and theory on learning, teaching, and classroom practice. Educational psychology is a discipline that seeks to understand the integration among human development and learning, classroom learning environments and instructional strategies, and student learning and assessment. In this way, the field of educational psychology is among the most relevant and applicable for teachers.

    Although we have seen great advances in our understanding of student learning and instructional practices over the last decade, these advances are not highly visible in today's classrooms, preservice and graduate teacher education programs, or professional development for teachers. Consequently, classroom practice for the most part does not seem to be highly influenced by current research and theory in educational psychology. Yet there are international calls for “scientifically based practices,” “research-based methods,” or “evidence-based decisions” in our schools. As part of the solution to this problem, this series of short, easily accessible books for teachers is designed to synthesize in-depth, high-quality research to be used in a variety of educational settings, and it is endorsed by Division 15.

    As the Classroom Insights series evolves from its first volumes under founding editor Dr. Barbara McCombs, we as editors continue to work with teachers and researchers to identify the topics that are most relevant to educators. We are guided by research that honors the highest quality learning environments with practices proven to support all students, help them succeed in their schooling, and sustain their love of learning. The goals of this series are threefold:

    • To give practicing and preservice teachers access to current advances in research and theory on classroom teaching and learning in an easily understood and usable form
    • To align educator preparation, graduate study, and professional development with current advances in research and theory, which have not been widely shared with teachers
    • To highlight how the most effective teaching practices are based upon a substantial research base and created within classrooms, rather than applied in a “one-size-fits-all” or “silver-bullet” approach across classrooms

    Classroom Insights provides a series of specialized books to inform teaching and learning in PK–12 classrooms by focusing on what is most important and relevant to today's teachers. In some volumes, the applications are limited to specific age levels or characteristics of students, while in most volumes the ideas can be broadly applied across PK–12 settings. Classroom strategies are integrated throughout every book, and each one includes a wide array of resources for teachers to use to study their practices and improve student achievement and classroom learning environments. Finally, many of these research-based applications will be new approaches and frameworks that have never been published in a series for teachers.

    As series editors, our goal is to provide the most up-to-date professional series of teacher resources for connecting teachers with the highest quality and most relevant research in our field of educational psychology. We have planned for every page to provide useful insights for teachers into their current practices to transform classroom learning for their students, themselves, and their school communities.

    Debra K.Meyer, PhD Professor Elmhurst College

    Lynley H.Anderman, PhD Professor The Ohio State University


    We wish to thank the teachers, children, and parents who participated in our studies over the past several years. They taught us much about learning from informational texts.

    Special thanks go to our editor, Deb Meyer. Her positivity, patience, and constructive comments were invaluable during the writing process.

    Our deep appreciation goes to our families, who supported us throughout our research journeys.

    We dedicate this book to our children: Simon, Ben, Dimitri, and Costa. Their questions about the world and their early interest in informational texts sparked our enthusiasm and involvement in this area of research.

    Publisher's Acknowledgments

    Corwin gratefully acknowledges the contributions of the following reviewers:

    Renee Boss

    NBCT and Secondary English Language Arts Specialist

    Fayette County Public Schools

    Lexington, KY

    Nina Orellana

    Title 1 Teacher

    Palm Bay Academy Charter School

    Palm Bay, FL

    Robert E. Yager

    Professor of Science Education

    University of Iowa

    Iowa City, IA

    About the Authors

    Dr. Helen Patrick is a professor of educational psychology in Purdue University's College of Education. Her teaching and research focus on creating positive classroom environments that promote students’ learning, understanding, and motivation. She has worked in numerous elementary schools in Michigan, Illinois, and Indiana. Most recently, she has worked with teachers and children in ethnically diverse kindergartens, focusing on ways to successfully integrate teaching “big ideas” of science with reading and writing activities. Read more about this Scientific Literacy Project, funded by the U.S. Department of Education, at http://www.purduescientificliteracyproject.org.

    Dr. Panayota (Youli) Mantzicopoulos is professor of educational psychology in Purdue University's College of Education. Her interests include early personal-social development and learning in diverse environments. Her research has examined the effectiveness of early grade-retention practices, the development of self-competence beliefs, early teacher-child relationships, and shared reading of informational texts as a context for learning both at home and school. Her most recent work has been associated with the Scientific Literacy Project (http://www.purduescientificliteracyproject.org), where she has focused on the integration of informational texts with science inquiry activities and on investigating the development of children's socially derived meanings about science. Visit her at https://collaborate.education.purdue.edu/edst/youli/default.aspx.

  • References for Children's Books

    Aliki. (1985). My visit to the dinosaurs. New York, NY: HarperCollins.
    Benfanti, R. (2002). Hide, Clyde. New York, NY: ipicturebooks.
    Carle, E. (1987). The very hungry caterpillar. New York, NY: Philomel Books.
    Clyne, M., & Griffiths, R. (2005). Fins, wings, and legs. Parsippany, NJ: Celebration Press.
    Crampton, G. (1945). Tootle. New York, NY: Random House.
    dePaola, T. (1984). The popcorn book. New York, NY: Holiday House.
    Douglas, L. G. (2002). What is a lever?New York: Children's Press.
    Fowler, A. (2001). Simple machines. New York, NY: Children's Press.
    Halpern, M. (2002). All about light. Washington, DC: National Geographic.
    Hughes, M. (2005). What is an ocean?Chicago, IL: Heinemann.
    James, S. (1991). Dear Mr. Blueberry. New York, NY: Aladdin.
    Kamma, A. (2004). If you lived when there was slavery in America. New York, NY: Scholastic.
    Piper, W. (1976). The little engine that could. New York, NY: Platt & Munk.
    Pitino, D. M. (2006). Playground science. Waterbury, CT: Abrams.
    Polette, N. (2004). Isn't it strange?Rocky River, OH: Kaeden Books.
    Ramirez, M. (2007). Force and motion. Waterbury, CT: Abrams.
    Robinson, C. (1999). Dolphins. Chicago, IL: Heinemann.
    Royston, A. (1998). Life cycle of a bean. Chicago, IL: Heinemann.
    Santiago, R. O. (2006). Amazing plants. Waterbury, CT: Abrams.
    Swartz, S. L. (2002). Fish that hide. Parsippany, NJ: Dominie Press.
    Yu, N. (2006). Science is everywhere. Waterbury, CT: Abrams.
    Wong, G. (2001). Plants and animals live here. Washington, DC: National Geographic Society.

    References for Research Sources

    Abbott, R. D., Berninger, V. W., & Fayol, M. (2010). Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7. Journal of Educational Psychology, 102, 281–298.http://dx.doi.org/10.1037/a0019318
    ACT. (2006). Reading between the lines: What the ACT reveals about college readiness in reading. Iowa City, IA: Author. Retrieved from http://www.act.org/research/policymakers/reports/reading.html
    Alexander, P. A. (1997). Knowledge-seeking and self-schema: A case for the motivational dimensions of exposition. Educational Psychologist, 32, 83–94.http://dx.doi.org/10.1207/s15326985ep3202_3
    Ambruster, B., Lehr, F., & Osborn, J. (2008). Put reading first: Kindergarten through grade 3. Washington, DC: National Institute for Literacy. Retrieved from http://www.edpubs.gov/Product_Detail.aspx?SearchTerm=ED004380P
    Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers: The report of the Commission on Reading. Washington, DC: U.S. Department of Education.
    Andre, T., Whigham, M., Hendrickson, A., & Chambers, S. (1999). Competency beliefs, positive affect, and gender stereotypes of elementary students and their parents about science versus other school subjects. Journal of Research in Science Teaching, 36, 719–747.
    Ansberry, K. R., & Morgan, E. (2005). Picture perfect science lessons: Using children's books to guide inquiry, 3–6. Arlington, VA: NSTA Press.
    Apel, K. (2009). The acquisition of mental orthographic representations for reading and spelling development. Communication Disorders Quarterly, 31, 42–52.http://dx.doi.org/10.1177/1525740108325553
    Aunola, K., Leskinen, E., Onatsu-Arvilommi, T., & Nurmi, J. (2002). Three methods for studying developmental changes: A case of reading skills and self-concept. British Journal of Educational Psychology, 72, 343–364.http://dx.doi.org/10.1348/000709902320634447
    Baker, D. R. (1998). Equity issues in science education. In B. J.Frazer & K. G.Tobin (Eds.), International handbook of science education (pp. 869–895). Lancaster, UK: Kluwer Academic.
    Baker, L., & SaulW. (1994). Considering science and language arts connections: A study of teacher cognition. Journal of Research in Science Teaching, 31, 1023–1037.http://dx.doi.org/10.1002/tea.3660310913
    Baram-Tsabari, A., Sethi, R. J., Bry, L., & Yarden, A. (2006). Using questions sent to an ask-a-scientist site to identify children's interest in science. Science Education, 90, 1050–1072.http://dx.doi.org/10.1002/sce.20163
    Baram-Tsabari, A., & Yarden, A. (2005). Characterizing children's spontaneous interests in science and technology. International Journal of Science Education, 27, 803–826.http://dx.doi.org/10.1080/09500690500038389
    Barman, C. R. (1999). Students’ views about scientists and school science: Engaging K-8 teachers in a national study. Journal of Science Teacher Education, 10, 43–54.http://dx.doi.org/10.1023/A:1009424713416
    Beals, D. E., & Snow, C. E. (1994). Thunder is when the angels are upstairs bowling: Narratives and explanations at the dinner table. Journal of Narrative and Live History, 4, 331–351.
    Beck, I. L., & McKeown, M. G. (2007). Increasing young, low-income children's oral vocabulary repertoires through rich and focused instruction. The Elementary School Journal, 107, 251–271.http://dx.doi.org/10.1086/511706
    Berkin, A. (2012). Quick guide to the common core: Key expectations explained. In Education Week. Spotlight: On literacy and the common core (pp. 15–16). Retrieved from http://www.edweek.org/ew/marketplace/products/spotlight-literacy-common-core-standards.html
    Berninger, V. W., Vaughan, K., Abbott, R. D., Begay, K., Coleman, K. B., Curtin, G., … Graham, S. (2002). Teaching spelling and composition alone and together: Implications for the simple view of writing. Journal of Educational Psychology, 92, 291–304.http://dx.doi.org/10.1037/0022-0663.94.2.291
    Bersh, L. C. (2013). The curricular value of teaching about immigration through picture book thematic text sets. The Social Studies, 104, 47–56.http://dx.doi.org/10.1080/00377996.2012.720307
    Best, R. M., Floyd, R. G., & McNamara, D. S. (2008). Differential competencies contributing to children's comprehension of narrative and expository texts. Reading Psychology, 29, 137–164.http://dx.doi.org/10.1080/02702710801963951
    Blewitt, P., Rump, K. M., Shealy, S. E., & Cook, S. A. (2009). Shared book reading: When and how questions affect young children's world learning. Journal of Educational Psychology, 101, 294–304.http://dx.doi.org/10.1037/a0013844
    Blum-KulkaS., & Snow, C. E. (1992). Developing autonomy for tellers, tales, and telling in family narrative events. Journal of Narrative and Life History, 20, 187–217.
    Brabham, E. G., Boyd, P., & Edgington, W. D. (2010). Sorting it out: Elementary students’ responses to fact and fiction in informational storybooks as read-alouds for science and social studies. Reading Research and Instruction, 39, 265–290.http://dx.doi.org/10.1080/19388070009558326
    Brabham, E. G., & Lynch-Brown, C. (2002). Effects of teachers’ reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology, 94, 465–473.http://dx.doi.org/10.1037/0022-0663.94.3.465
    Brenna, B. (2008). Breaking stereotypes with children's fiction: Seeking protagonists with special needs. International Journal of Special Education, 23 (1), 100–103.
    Brophy, J., & Alleman, J. (2009). Meaningful social studies for elementary students. Teachers and Teaching Theory and Practice, 15, 357–376.http://dx.doi.org/10.1080/13540600903056700
    Brotman, J. S., & Moore, F. M. (2008). Girls and science: A review of four themes in the science education literature. Journal of Research in Science Teaching, 45, 971–1002.http://dx.doi.org/10.1002/tea.20241
    Brown, A. L. (1997). Transforming schools into communities of thinking and learning about serious matters. American Psychologist, 32, 399–413.http://dx.doi.org/10.1037/0003-066X.52.4.399
    Buldu, M. (2006). Young children's perceptions of scientists: A preliminary study. Educational Research, 48, 121–132.http://dx.doi.org/10.1080/00131880500498602
    Callanan, M. A., & Jipson, J. L. (2001). Explanatory conversations and young children's developing scientific literacy. In K.Crowley, C. D.Schunn, & T.Okada (Eds.), Designing for science: Implications from everyday, classroom, and professional settings (pp. 19–49). Mahwah, NJ: Erlbaum.
    Callanan, M. A., & Oakes, L. M. (1992). Preschoolers’ questions and parents’ explanations: Causal thinking in everyday activity. Cognitive Development, 7, 213–233.http://dx.doi.org/10.1016/0885-2014(92)90012-G
    Caswell, L. J., & Duke, N. K. (1998). Non-narrative as a catalyst for literacy development. Language Arts, 75, 108–117.
    Cervetti, G. N., Bravo, M. A., Hiebert, E. H., & Pearson, P. D. (2009). Text genre and science content: Ease of reading, comprehension, and reader preference. Reading Psychology, 30, 487–511.http://dx.doi.org/10.1080/02702710902733550
    Chall, J. S., & Dale, E. (1995). Readability revisited: The new Dale-Chall readability formula. Brookline, MA: Brookline Books.
    Chapman, J. W., Tunmer, W. E., & Pronchow, J. E. (2000). Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study. Journal of Educational Psychology, 92, 703–708.http://dx.doi.org/10.1037/0022-0663.92.4.703
    Chin, C., Brown, D. E., & Bruce, B. C. (2002). Student-generated questions: A meaningful aspect of learning in science. International Journal of Science Education, 24, 521–549.http://dx.doi.org/10.1080/09500690110095249
    Chouinard, M. M. (2007). Children's questions: A mechanism for cognitive development. Monographs of the Society for Research in Child Development, 72 (1, Serial No. 286).
    Conrad, N. J. (2008). From reading to spelling and spelling to reading: Transfer goes both ways. Journal of Educational Psychology, 100, 869–878.http://dx.doi.org/10.1037/a0012544
    Corriveau, K. H., & Harris, P. (2009). Choosing your informant: Weighing familiarity and recent accuracy. Developmental Science, 12, 426–437.http://dx.doi.org/10.1111/j.1467-7687.2008.00792.x
    Corriveau, K. H., Kim, A. L., Schwalen, C. E., & Harris, P. L. (2009). Abraham Lincoln and Harry Potter: Children's differentiation between historical and fantasy characters. Cognition, 113, 213–225.http://dx.doi.org/10.1016/j.cognition.2009.08.007
    Cutler, L., & Graham, S. (2008). Primary grade writing instruction: A national survey. Journal of Educational Psychology, 100, 907–919.http://dx.doi.org/10.1037/a0012656
    Davis, E. A. (1932). The form and function of children's questions. Child Development, 3, 57–74.http://dx.doi.org/10.2307/1125754
    Dawson, C. (2000). Upper primary boys’ and girls’ interests in science: Have they changed since 1980?International Journal of Science Education, 22, 557–570.http://dx.doi.org/10.1080/095006900289660
    De Temple, J. D., & Snow, C. E. (2003). Learning words from books. In A.van Kleeck, S. A.Stahl, & E. B.Bauer (Eds.), On reading books to children (pp. 16–36). Mahwah, NJ: Erlbaum.
    DeMarie, D., Norman, A., & Abshier, D. W. (2000). Age and experience influence different verbal and nonverbal measures of children's scripts for the zoo. Cognitive Development, 15, 241–262.http://dx.doi.org/10.1016/S0885-2014(00)00027-7
    Dickinson, D. K. (2001). Book reading in preschool classrooms: Is recommended practice common? In D. K.Dickinson & P. O.Tabors (Eds.), Beginning literacy with language (pp. 175–203). Baltimore, MA: Brooks.
    Dockrell, J. E., Braisby, N., & Best, R. M. (2007). Children's acquisition of science terms: Simple exposure is insufficient. Learning and Instruction, 17, 577–594.http://dx.doi.org/10.1016/j.learninstruc.2007.09.005
    Donovan, C. A. (2001). Children's development and control of written story and informational genres: Insights from one elementary school. Research in the Teaching of English, 35, 394–447.
    Donovan, C. A., & Smolkin, L. B. (2001). Genre and other factors influencing teachers’ book selections for science instruction. Reading Research Quarterly, 36, 412–440.http://dx.doi.org/10.1598/RRQ.36.4.4
    Donovan, C. A., & Smolkin, L. B. (2002). Considering genre, content, and visual features in the selection of trade books for science instruction. The Reading Teacher, 55, 502–520.
    Donovan, C. A., & Smolkin, L. B. (2011). Supporting informational writing in the elementary grades. The Reading Teacher, 64, 406–416.http://dx.doi.org/10.1598/RT.64.6.2
    Donovan, C. A., Smolkin, L. B., & Lomax, R. G. (2000). Beyond the independent-level text: Considering the reader-text match in first-graders’ self-selections during recreational reading. Reading Psychology, 21, 309–333.http://dx.doi.org/10.1080/027027100750061949
    Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35, 202–224.http://dx.doi.org/10.1598/RRQ.35.2.1
    Duke, N. K., & Kays, N. (1998). “Can I say ‘once upon a time’?”: Kindergarten children developing knowledge of information book language. Early Childhood Research Quarterly, 13, 205–318.http://dx.doi.org/10.1016/S0885-2006(99)80041-6
    Duplass, J. A. (2007). Elementary social studies: Trite, disjointed, and in need of reform?The Social Studies, 4, 137–177.http://dx.doi.org/10.3200/TSSS.98.4.137-144
    Eccles, J. (2007). Where are all the women? Gender differences in participation in physical science and engineering. In S. J.Ceci & W. M.Williams (Eds.), Why aren't more women in science? (pp. 199–210). Washington, DC: American Psychological Association.
    Egan, K. (1988). Primary understanding: Education in early childhood. New York, NY: Routledge.
    Evans, M A., & Saint-Aubin, J. (2005). What children are looking at during shared storybook reading: Evidence from eye movement monitoring. Psychological Science, 16, 913–920.http://dx.doi.org/10.1111/j.1467-9280.2005.01636.x
    Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1–22.http://dx.doi.org/10.1023/A:1009048817385
    Finson, K. D. (2002). Drawing a scientist: What we do and do not know after fifty years of drawings. School Science and Mathematics, 102, 335–345.http://dx.doi.org/10.1111/j.1949-8594.2002.tb18217.x
    Fleener, C. E., Morrison, S., Linek, W. M., & Rasinski, T. V. (1997). Recreational reading choices: How do children select books? In W. M.Linek & E. G.Sturtevant (Eds.), Exploring literacy (pp. 75–84). Pittsburg, KS: College Reading Association.
    Fletcher, K. L., & Reese, E. (2005). Picture book reading with young children: A conceptual framework. Developmental Review, 25, 64–103.http://dx.doi.org/10.1016/j.dr.2004.08.009
    Ford, D. J. (2004). Scaffolding preservice teachers’ evaluation of children's science literature: Attention to science-focused genres and use. Journal of Science Teacher Education, 12, 133–153.http://dx.doi.org/10.1023/B:JSTE.0000044868.38737.88
    Ford, D. J. (2006). Representations of science within children's trade books. Journal of Research in Science Teaching, 43, 214–235.http://dx.doi.org/10.1002/tea.20095
    Ford, D. J., Brickhouse, N. W., Lottero-Perdue, P., & Kittleson, J. (2006). Elementary girls’ science reading at home and school. Science Education, 90, 270–288.http://dx.doi.org/10.1002/sce.20139
    Gallimore, R., & Goldenberg, C. (2001). Analyzing cultural models and settings to connect minority achievement and school improvement research. Educational Psychologist, 36, 45–56.http://dx.doi.org/10.1207/S15326985EP3601_5
    Gallimore, R., & Tharp, R. (2001). Teaching mind in society: Teaching, schooling, and literate discourse. In L. C.Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 175–205). Cambridge, UK: Cambridge University Press.
    Ganea, P. A., Ma, L., & DeLoache, J. S. (2011). Young children's learning and transfer of biological information from picture books to real animals. Child Development, 82, 1421–1433.http://dx.doi.org/10.1111/j.1467-8624.2011.01612.x
    Ganea, P. A., Pickard, M. B., & DeLoache, J. S. (2008). Transfer between picture books and the real world by very young children. Journal of Cognition and Development, 9, 46–66.http://dx.doi.org/10.1080/15248370701836592
    Gee, J. P. (2004). Language in the science classroom: Academic social languages as the heart of school-based literacy. In E. W.Saul (Ed.), Crossing borders in literacy and language instruction: Perspectives on theory and practice (pp. 13–32). Arlington, VA: NSTA Press.
    Gelman, S. A. (2009). Learning from others: Children's construction of concepts. Annual Review of Psychology, 60, 115–140.http://dx.doi.org/10.1146/annurev.psych.59.103006.093659
    Gentry, J. R. (2005). Instructional techniques for emerging writers and special needs students at kindergarten and grade 1 levels. Reading and Writing Quarterly, 21, 113–134.http://dx.doi.org/10.1080/10573560590915932
    Gerde, H. K., Bingham, G. E., & Wasik, B. A. (2012). Writing in early childhood classrooms: Guidance for best practices. Early Childhood Education Journal, 40, 351–359.http://dx.doi.org/10.1007/s10643-012-0531-z
    Gewertz, C. (2012). Rid of memorization, history lessons build analytical skills. In Education Week. Spotlight: On literacy and the common core (pp. 9–11). Retrieved from http://www.edweek.org/ew/marketplace/products/spotlight-literacy-common-core-standards.html
    Goldman, S. R., & Bisanz, G. L. (2002). Toward a functional analysis of scientific genres: Implications for understanding and learning processes. In J.Otero, J. A.Leon, & A. C.Grasser (Eds.), The psychology of science text comprehension (pp. 19–50). Mahwah, NJ: Erlbaum.
    Graesser, A., Golding, J. M., & Long, D. L. (1991). Narrative representation and comprehension. In R.Barr, M. L.Kamil, P.Mosenthal, & P. D.Pearson (Eds.). Handbook of reading research (Vol. II, pp. 171–205). Mahwah, NJ: Erlbaum.
    Graham, S., Berninger, V., & Abbott, R. (2012). Are attitudes toward writing and reading separable constructs? A study with primary grade children. Reading and Writing Quarterly, 28, 51–69.http://dx.doi.org/10.1080/10573569.2012.632732
    Graham, S., Berninger, V., & Fan, W. (2007). The structural relationship between writing attitude and writing achievements in first and third grade students. Contemporary Educational Psychology, 32, 516–536.http://dx.doi.org/10.1016/j.cedpsych.2007.01.002
    Graham, S., & Harris, K. R. (2000). The role of self-regulation and transcription skills in writing and writing development. Educational Psychologist, 35, 3–12.http://dx.doi.org/10.1207/S15326985EP3501_2
    Graham, S., Harris, K. R., & Fink, B. (2000). Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers. Journal of Educational Psychology, 92, 620–633.http://dx.doi.org/10.1037/0022-0663.92.4.620
    Greenfield, T. A. (1997). Gender- and grade-level differences in science interest and participation. Science Education, 81, 259–276.
    Guthrie, J. T., Hoa, A. L. W., Wigfield, A., Tonks, S. M., Humenick, N. M., & Littles, E. (2007). Reading motivation and reading comprehension growth in the later elementary years. Contemporary Educational Psychology, 32, 282–313.http://dx.doi.org/10.1016/j.cedpsych.2006.05.004
    Hall, K. M., Sabey, B. L., & McLellan, M. (2005). Expository text comprehension: Helping primary-grade teachers use expository texts to full advantage. Reading Psychology, 26, 211–234.http://dx.doi.org/10.1080/02702710590962550
    Harkrader, M. A., & Moore, R. (1997). Literature preferences of fourth-graders. Reading Research and Instruction, 36, 325–339.http://dx.doi.org/10.1080/19388079709558247
    Hebert, M., Gillespie, A., & Graham, S. (2013). Comparing effects of different writing activities on reading comprehension: A meta-analysis. Reading and Writing, 26, 111–138.http://dx.doi.org/10.1007/s11145-012-9386-3
    Helmke, A., & van Aken, M. A. G. (1995). The causal ordering of academic achievement and self-concept of ability during elemenary school: A longitudinal study. Journal of Educational Psychology, 87, 624–637.http://dx.doi.org/10.1037/0022-0663.87.4.624
    Hiebert, E. H., & Cervetti, G. N. (2011). What differences in narrative and informational texts mean for the learning and instruction of vocabulary (Research Report No. 11.01). Retrieved from http://www.textproject.org/research/reading-research-reports/what-differences-in-narrative-and-informational-texts-mean-for-the-learning-and-instruction-of-vocabulary
    Hirsch, E. D., Jr. (2006). The knowledge deficit: Closing the shocking education gap for American children. New York, NY: Houghton Mifflin.
    Inagaki, K., & Hatano, G. (2006). Young children's conception of the biological world. Current Directions in Psychological Science, 15, 177–181.http://dx.doi.org/10.1111/j.1467-8721.2006.00431.x
    Institute for a Competitive Workforce. (2011). Life in the 21st century workforce: A national perspective. Washington, DC: U.S. Chamber of Commerce. Retrieved from http://icw.uschamber.com/publication/life-21st-century-workforce-national-perspective
    Institute for a Competitive Workforce. (2012). Help wanted 2012: Addressing the skills gap. Washington, DC: U.S. Chamber of Commerce. Retrieved from http://icw.uschamber.com/publication/help-wanted-2012-addressing-skills-gap
    International Reading Association. (2012). Literacy implementation guidance for the ELA Common Core State Standards. Washington, DC: Author. Retrieved from http://www.reading.org/Libraries/association-documents/ira_ccss_guidelines.pdf
    Jetton, T. L. (1994). Information-driven versus story driven: What children remember when they are read informational stories. Reading Psychology, 12, 109–130.http://dx.doi.org/10.1080/0270271940150203
    Jones, A. T., & Kirk, C. M. (1990). Gender differences in students’ interests in applications of school physics. Physics Education, 25, 308–313.http://dx.doi.org/10.1088/0031-9120/25/6/304
    Jones, M. G., Howe, A., & Rua, M. J. (2000). Gender differences in students’ experiences, interests, and attitudes toward science and scientists. Science Education, 84, 180–192.
    Justice, L. M., Kaderavek, J. N., Fan, X., Sofka, A., & HuntA. (2009). Accelerating preschoolers’ early literacy development through classroom-based teacher-child storybook reading and explicit print referencing. Language, Speech, and Hearing Services in Schools, 40, 67–85.http://dx.doi.org/10.1044/0161-1461(2008/07-0098)
    Justice, L. M., Pullen, P. C., & Pence, K. (2008). Influence of verbal and nonverbal references to print on preschoolers’ visual attention to print during storybook reading. Developmental Psychology, 44, 855–866.http://dx.doi.org/10.1037/0012-1649.44.3.855
    Kamberelis, G. (1999). Genre development and learning: Children writing stories, science reports, and poems. Research in the Teaching of English, 33, 403–460.
    Kamil, M. L., & Bernhard, E. B. (2004). The science of reading and the reading of science: Successes, failures and promises in the search for prerequisite reading skills for science. In E. W.Saul (Ed.), Crossing borders in literacy and language instruction: Perspectives on theory and practice (pp. 123–139). Arlington, VA: NSTA Press.
    Karweit, N. (1989). The effects of a story-reading program on the vocabulary and story comprehension skills of disadvantaged prekindergarten and kindergarten students. Early Education and Development, 1, 105–114.http://dx.doi.org/10.1207/s15566935eed0102_2
    Karweit, N., & Wasik, B. A. (1996). The effects of story reading programs on literacy and language development of disadvantaged preschoolers. Journal of Education for Students Placed At Risk, 1, 319–348.http://dx.doi.org/10.1207/s15327671espr0104_4
    Kraemer, L., McCabe, P., & Sinatra, R. (2012). The effects of read-alouds of expository text on first graders’ listening comprehension and book choice. Literacy Research and Instruction, 51, 165–178.http://dx.doi.org/10.1080/19388071.2011.557471
    Kuhn, D. (2004). What is scientific thinking and how does it develop? In U.Goswami (Ed.), Blackwell handbook of childhood cognitive development (pp. 371–393). Malden, MA: Blackwell.
    Leal, D. J. (1994). A comparison of third-grade children's listening comprehension of scientific information using an information book and an informational storybook. In C. K.Kinzer & D. J.Leu (Eds.), Multidimensional aspects of literacy research, theory, and practice: Forty-third yearbook of the National Reading Conference (pp. 137–145). Chicago IL: National Reading Conference.
    Lee, O. (2002). Promoting scientific inquiry with elementary students from diverse cultures and languages. In W. G.Secada (Ed.), Review of research in education: Vol. 26. Washington, DC: American Educational Research Association.
    Lee, O., Fradd, S. H., & Sutman, F. X. (1995). Science knowledge and cognitive strategy use among culturally and linguistically diverse students. Journal of Research in Science Teaching, 32, 797–816.http://dx.doi.org/10.1002/tea.3660320804
    Lee, P. C. (2012). The human child's nature orientation. Child Development Perspectives, 6, 193–198.http://dx.doi.org/10.1111/j.1750-8606.2012.00232.x
    Lee, Y., Lee, J., Han, M., & Schickedanz, J. A. (2011). Comparison of preschoolers’ narratives, the classroom book environment, and teacher attitudes toward literacy practices in Korea and the United States. Early Education and Development, 22, 234–255.http://dx.doi.org/10.1080/10409281003717867
    Leung, C. B. (2008). Preschoolers’ acquisition of scientific vocabulary through repeated read-aloud events, retellings, and hands-on science activities. Reading Psychology, 29, 165–193.http://dx.doi.org/10.1080/02702710801964090
    Mantzicopoulos, P., & Patrick, H. (2010). “The seesaw is a machine that goes up and down”: Young children's narrative responses to science-related informational text. Early Education and Development, 21, 412–444.http://dx.doi.org/10.1080/10409281003701994
    Mantzicopoulos, P., & Patrick, H. (2011). Reading picture books and learning science: Engaging young children with informational text. Theory into Practice, 50, 269–276.http://dx.doi.org/10.1080/00405841.2011.607372
    Mantzicopoulos, P., & Patrick, H. (2012). The Scientific Literacy Project. Unpublished data.
    Mantzicopoulos, P., Patrick, H., & Smarapungavan, A. (2013). Science literacy in school and home contexts: Kindergarteners’ science achievement and motivation. Cognition and Instruction, 31, 62–119.http://dx.doi.org/10.1080/07370008.2012.742087
    Mantzicopoulos, P., Samarapungavan, A., & Patrick, H. (2009). “We learn how to predict and be a scientist”: Early science experiences and kindergarten children's social meanings about science. Cognition and Instruction, 27, 312–369.http://dx.doi.org/10.1080/07370000903221726
    Maria, K., & Junge, K. (1994). A comparison of fifth graders’ comprehension and retention of scientific information using a science textbook and an informational storybook. In C. K.Kinzer & D. J.Leu (Eds.), Multidimensional aspects of literacy research, theory, and practice. Forty-third yearbook of the National Reading Conference (pp. 146–152). Chicago IL: National Reading Conference.
    Marinak, B. A., & Gambrell, L. B. (2009). Ways to teach about information text. Social Studies and the Young Learner, 22 (1), 19–22.
    Martinez, M. G., & Teale, W. H. (1993). Teacher storybook reading style: A comparison of six teachers. Research in the Teaching of English, 27, 175–199.
    Marx, R. W., & Harris, C. J. (2006). No Child Left Behind and science education: Opportunities, challenges, and risks. Elementary School Journal, 106, 467–477.http://dx.doi.org/10.1086/505441
    Mayer, D. A. (1995). How can we best use literature in teaching?Science and Children, 32 (6), 15–19, 43.
    McClure, A. A., & Zitlow, C. S. (1991). Not just the facts: Aesthetic response in elementary content area studies. Language Arts, 68, 27–33.
    McCutchen, D. (2006). Cognitive factors in the development of children's writing. In C. A.MacArthur, S.Graham, & J.Fitzgerald (Eds.), Handbook of writing research (pp. 115–130). New York, NY: Guilford.
    McGill-Franzen, A. (Ed.). (2010). The National Early Literacy Panel report: Summary, commentary and reflections on policies and practices to improve children's early literacy [Special issue]. Educational Researcher, 39 (4).
    Merisuo-Storm, T. (2006). Girls and boys like to read and write different texts. Scandinavian Journal of Educational Research, 50, 111–125.http://dx.doi.org/10.1080/00313830600576039
    Meyer, D. K. (1993). What is scaffolded instruction? Definitions, distinguishing features, and misnomers. C. J.Kinzer & D. J.Leu (Eds.), Forty-second yearbook of the National Reading Conference (pp. 41–53). Chicago, IL: National Reading Conference.
    Meyer, D. K., & Turner, J. C. (2002). Using instructional discourse analysis to study the scaffolding of student self-regulation. Educational Psychologist, 37, 17–25.http://dx.doi.org/10.1207/S15326985EP3701_3
    Miller, P. H., Blessing, J. S., & Schwartz, S. (2006). Gender differences in high-school students’ views about science. International Journal of Science Education, 28, 363–381.http://dx.doi.org/10.1080/09500690500277664
    Mohr, K. A. (2003). Children's choices: A comparison of book preferences between Hispanic and non-Hispanic first-graders. Reading Psychology, 24, 163–176.http://dx.doi.org/10.1080/02702710308231
    Mohr, K. A. (2006). Children's choices for recreational reading: A three-part investigation of selection preferences, rationales, and processes. Journal of Literacy Research, 38, 81–104.http://dx.doi.org/10.1207/s15548430jlr3801_4
    Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent and Adult Literacy, 52, 96–107.http://dx.doi.org/10.1598/JAAL.52.2.1
    Mol, S. E., Bus, A. G., & de Jong, M. T. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79, 979–1007.http://dx.doi.org/10.3102/0034654309332561
    Monte-Sano, C. (2010). Disciplinary literacy in history: An exploration of the historical nature of adolescents’ writing. Journal of the Learning Sciences, 19, 539–568.http://dx.doi.org/10.1080/10508406.2010.481014
    Monte-Sano, C. (2011). Beyond reading comprehension and summary: Learning to read and write in history by focusing on evidence, perspective, and interpretation. Curriculum Inquiry, 41, 212–249.http://dx.doi.org/10.1111/j.1467-873X.2011.00547.x
    Morrow, L. M. (1990). Assessing children's understanding of story through their construction and reconstruction of narrative. In L. M.Morrow & J. F.Smith (Eds.), Assessment for instruction in early literacy (pp. 110–134). Englewood Cliffs, NJ: Prentice Hall.
    Morrow, L. M., & Brittain, R. (2003). The nature of storybook reading in the elementary school: Current practices. In A.van Kleek, S. A.Stahl, & E. B.Bauer (Eds.), On reading books to children (pp. 140–158). Mahwah, NJ: Erlbaum.
    Morrow, L. M., O'Connor, E. M., & Smith, J. K. (1990). Effects of a story reading program on the literacy development of at-risk kindergarten children. Journal of Reading Behavior, 22, 255–275.
    Moss, B. (1997). A qualitative assessment of first graders’ retelling of expository text. Reading Research and Instruction, 37, 1–13.http://dx.doi.org/10.1080/19388079709558251
    Moss, B. (2008). The information text gap: The mismatch between non-narrative text types in basal readers and 2009 NAEP recommended guidelines. Journal of Literacy Research, 20, 201–219.http://dx.doi.org/10.1080/10862960802411927
    Mullis, I. V. S., Martin, M. O., Kennedy, A. M., & Foy, P. (2007). PIRLS 2006 international report: IEA's progress in international reading literacy study in primary schools in 40 countries. Boston, MA: TIMSS & PIRLS International Study Center.
    Murachver, T., Pipe, M. E., Gordon, R., Owens, L., & Fivush, R. (1996). Do, show, and tell: Children's event memories acquired through direct experience, observation, and stories. Child Development, 67, 3029–3044.http://dx.doi.org/10.2307/1131765
    National Academy of Sciences, National Academy of Engineering, & Institute of Medicine. (2010). Rising above the gathering storm, revisited: Rapidly approaching category 5. Washington, DC: National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=12999
    National Association for the Education of Young Children & International Reading Association. (1998). Learning to read and write: Developmentally appropriate practices for young children (Joint Position Paper). Washington, DC: Authors.
    National Association for the Education of Young Children & National Association of Early Childhood Specialists in State Departments of Education. (2003). Early childhood curriculum, assessment, and program evaluation (Joint Position Paper). Washington, DC: Authors.
    National Center for Educational Statistics. (2012). The nation's report card. Writing 2011: National Assessment of Educational Progress at grades 8 and 12. Washington, DC: U.S. Department of Education. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012470
    National Council for the Social Studies. (2012a). Notable social studies trade books for young people. Silver Spring, MD: Author. Retrieved from http://www.ncss.org/system/files/notable2011.pdf
    National Council for the Social Studies. (2012b). Powerful and purposeful teaching and learning in elementary school social studies. Silver Spring, MD: Author. Retrieved from http://www.ncss.org/positions/powerfulandpurposeful
    National Council of Teachers of English. (2004). NCTE beliefs about the teaching of writing. Urbana, IL: Author. Retrieved from http://www.ncte.org/positions/statements/writingbeliefs
    National Council of Teachers of English & International Reading Association. (1996). Standards for the English language arts. Urbana, IL: NCTE and Newark, DE: International Reading Association. Retrieved from: http://www.ncte.org/standards
    National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy. Retrieved from http://lincs.ed.gov/publications/pdf/NELPReport09.pdf
    National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards. Washington, DC: Authors.
    National Research Council. (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=11625
    National Research Council. (2010). Exploring the intersection of science education and 21st century skills. Washington, DC: National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=12771
    National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=13165
    National Science Teachers Association. (2011). Outstanding science trade books for students K-12:2011. Arlington, VA: Author. Retrieved from http://www.nsta.org/publications/ostb/ostb2011.aspx
    Nelson, K., & Fivush, R. (2004). The emergence of autobiographical memory: A social cultural developmental theory. Psychological Review, 111, 486–511.http://dx.doi.org/10.1037/0033-295X.111.2.486
    Ness, M. (2011). Teachers’ use of and attitudes toward informational text in K-5 classrooms. Reading Psychology, 32, 28–53.http://dx.doi.org/10.1080/02702710903241322
    Neuman, S. B., & Roskos, K. (2012). Helping children become more knowledgeable through text. The Reading Teacher, 66, 207–210.http://dx.doi.org/10.1002/TRTR.01118
    Neutze, D. L. (2008). Picturing science: The who, what, and where of images in children's award-winning science books. Unpublished doctoral dissertation, University of Maryland, Baltimore.
    Newkirk, T. (2000). Misreading masculinity: Speculations on the great gender gap in writing. Language Arts, 77, 294–300.
    Norman, R. R. (2010). Picture this: Processes prompted by graphics in informational text. Literacy Teaching and Learning, 14, 1–39.
    Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87, 224–240.http://dx.doi.org/10.1002/sce.10066
    Norris, S. P., Phillips, L. M., Smith, M. L., Guilbert, S. M., Stange, D. M., Baker, J. J., & Weber, A. C. (2008). Learning to read scientific text: Do elementary school commercial reading programs help?Science Education, 92, 765–798.http://dx.doi.org/10.1002/sce.20266
    Ouellette, G., & Sénéchal, M. (2008). Pathways to literacy: A study of invented spelling and its role in learning to read. Child Development, 79, 899–913.http://dx.doi.org/10.1111/j.1467-8624.2008.01166.x
    Ouellette, G., Sénéchal, M., & Haley, A. (2013). Guiding children's invented spellings: A gateway into literacy learning. Journal of Experimental Education, 81, 261–279.http://dx.doi.org/10.1080/00220973.2012.699903
    Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38, 1–4.http://dx.doi.org/10.1207/S15326985EP3801_1
    Palincsar, A. S., & Duke, N. K. (2004). The role of text and text-reader interactions in young children's reading development and achievement. Elementary School Journal, 105, 183–197.http://dx.doi.org/10.1086/428864
    Pappas, C. C. (1991). Fostering full access to literacy by including information books. Language Arts, 68, 449–461.
    Pappas, C. C. (1993). Is narrative “primary”? Some insights from kindergarteners’ pretend readings of stories and information books. Journal of Reading Behavior, 25, 97–129.
    Pappas, C. C. (2006). The information book genre: Its role in integrated science literacy research and practice. Reading Research Quarterly, 41, 226–250.http://dx.doi.org/10.1598/RRQ.41.2.4
    Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38, 36–76.http://dx.doi.org/10.1598/RRQ.38.1.3
    Patrick, H., Johnson, K. R., Mantzicopoulos, P., & Gray, D. L. (2011). “I tell them I know how to do my ABCs!”: Kindergarteners’ school-related conversations with parents and associations with adjustment and achievement. Elementary School Journal, 112, 383–405.http://dx.doi.org/10.1086/661996
    Patrick, H., Mantzicopoulos, P., & Smarapungavan, A. (2009a). Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference. Journal of Research in Science Teaching, 46, 166–191.http://dx.doi.org/10.1002/tea.20276
    Patrick, H., Mantzicopoulos, P., & Samarapungavan, A. (2009b). Reading, writing, and conducting inquiry about science in kindergarten. Young Children, 64 (6), 32–38.
    Pellegrini, A. D., & Galda, L. (2003). Joint reading as a context: Explicating the ways context is created by participants. In van KleeckA., S. A.Stahl, & E. B.Bauer (Eds.), On reading books to children (pp. 321–335). Mahwah, NJ: Erlbaum.
    Pellegrini, A. D., Galda, L., Jones, I., & Perlmutter, J. (1995). Joint reading between mothers and their Head Start children: Vocabulary development in two text formats. Discourse Processes, 19, 441–463.http://dx.doi.org/10.1080/01638539509544926
    Pellegrini, A. D., Perlmutter, J. C., Galda, L., & Brody, G. H. (1990). Joint reading between Black Head Start children and their mothers. Child Development, 61, 443–453.http://dx.doi.org/10.2307/1131106
    Pentimonti, J. M., & Justice, L. M. (2010). Teachers’ use of scaffolding strategies during read alouds in the preschool classroom. Early Childhood Education Journal, 37, 241–248.http://dx.doi.org/10.1007/s10643-009-0348-6
    Pentimonti, J. M., Zucker, T. A., Justice, L. M. (2011). What are preschool teachers reading in their classrooms?Reading Psychology, 32, 197–236.http://dx.doi.org/10.1080/02702711003604484
    Perez-Granados, D. R., & Callanan, M. A. (1997). Parents and siblings as early resources for young children's learning in Mexican-descent families. Hispanic Journal of Behavioral Sciences, 19, 3–33.http://dx.doi.org/10.1177/07399863970191001
    Piaget, J. (1955). The language and thought of the child. Cleveland, OH: World.
    Piasta, S. B., Justice, L. M., McGinty, A. S., & Kaderavek, J. N. (2012). Increasing young children's contact with print during shared reading: Longitudinal effects on literacy achievement. Child Development, 83, 810–820.http://dx.doi.org/10.1111/j.1467-8624.2012.01754.x
    Price, L. H., Bradley, B. A., & Smith, J. M. (2012). A comparison of preschool teachers’ talk during storybook and information book read-alouds. Early Childhood Research Quarterly, 27, 426–440.http://dx.doi.org/10.1016/j.ecresq.2012.02.003
    Price, L. H., van KleekA., & Huberty, C. J. (2009). Talk during book sharing between parents and preschool children: A comparison between storybook and expository book conditions. Reading Research Quarterly, 44, 171–194.http://dx.doi.org/10.1598/RRQ.44.2.4
    Przetacznik-Gierowska, M., & Ligeza, M. (1990). Cognitive and interpersonal functions of children's questions. In G.Conti-Ramsden & C. E.Snow (Eds.), Children's language(Vol. 7, pp. 69–101). Hillsdale, NJ: Erlbaum.
    Puranik, C. S., & AlOtaiba, S. (2012). Examining the contribution of handwriting and spelling to written expression in kindergarten children. Reading and Writing, 25, 1523–1546.http://dx.doi.org/10.1007/s11145-011-9331-x
    Purcell-Gates, V., Duke, N. K., & Martineau, J. A. (2007). Learning to read and write genre-specific text: Roles for authentic experience and explicit teaching. Reading Research Quarterly, 42, 8–45.http://dx.doi.org/10.1598/RRQ.42.1.1
    Reisman, A., & Wineburg, S. (2008, September-October). Teaching the skill of contextualizing in history. The Social Studies, pp. 202–207.
    Renninger, K. A. (2000). Individual interest and development: Implications for understanding intrinsic motivation. In C.Sansone & J. M.Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 373–404). San Diego, CA: Academic Press.
    Rice, D. C. (2002). Using trade books in teaching elementary science: Facts and fallacies. The Reading Teacher, 55, 552–565.
    Richert, R. A., & Smith, E. I. (2011). Preschoolers’ quarantining of fantasy stories. Child Development, 82, 1106–1119.http://dx.doi.org/10.1111/j.1467-8624.2011.01603.x
    Richgels, D. J. (2002). Informational texts in kindergarten. The Reading Teacher, 55, 586–594.
    Roser, N. I., & Keehn, S. (2002). Fostering thought, talk, and inquiry: Linking literature and social studies. The Reading Teacher, 55, 416–426.
    Samarapungavan, A., Mantzicopoulos, P., & Patrick, H. (2008). Learning science through inquiry in kindergarten. Science Education, 92, 868–908.http://dx.doi.org/10.1002/sce.20275
    Samarapungavan, A., Patrick, H., & Mantzicopoulos, P. (2011). What kindergarten students learn in inquiry-based science classrooms. Cognition and Instruction, 29, 416–470.http://dx.doi.org/10.1080/07370008.2011.608027
    Saul, E. W. (Ed.). (2004). Crossing borders in literacy and science instruction: Perspectives on theory and practice. Arlington, VA: National Science Teachers Association.
    Schickedanz, J. A., & McGee, L. M. (2010). The NELP report on shared story reading interventions (Chapter 4): Extending the story. Educational Researcher, 39, 323–329.http://dx.doi.org/10.3102/0013189X10370206
    Schroeder, M., McKeough, A., Graham, S., Stock, H., & Bisanz, G. (2009). The contribution of trade books to early science literacy: In and out of school. Research in Science Education, 39, 231–250.http://dx.doi.org/10.1007/s11165-008-9082-0
    Schussler, E. E. (2008). From flowers to fruits: How children's books represent plant reproduction. International Journal of Science Education, 30, 1677–1696.http://dx.doi.org/10.1080/09500690701570248
    Scientific Literacy Project. (2009). Retrieved from http://www.purduescientificliteracyproject.org
    Sénéchal, M., Ouellette, G., Pagan, S., & Lever, R. (2012). The role of invented spelling on learning to read in low-phoneme awareness kindergartners: A randomized-control-trial study. Reading and Writing, 25, 917–934.
    Shanahan, T. (2006). Relations among oral language, reading, and writing development. In C. A.MacArthur, S.Graham, & J.Fitzgerald (Eds.), Handbook of writing research (pp. 171–183). New York, NY: Guilford.
    Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=14
    Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78, 40–59.
    Shymansky, J. A., Yore, L. D., & Good, R. (1991). Elementary school teachers’ beliefs about and perceptions of elementary school science, science reading, science textbooks, and supportive instructional factors. Journal of Research in Science Teaching, 28, 437–454.http://dx.doi.org/10.1002/tea.3660280507
    Sigel, I. E. (1986). Early experience and the development of representational competence. New Directions for Child Development, 22, 49–65.http://dx.doi.org/10.1002/cd.23219863205
    Sigel, I. E. (1992). The belief-behavior connection: A resolvable dilemma? In I. E.Sigel, A.McGillicuddy-DeLisi, & J. J.Goodnow (Eds.), Parental belief systems: The psychological consequences for children (
    2nd ed.
    , pp. 433–456). Hillsdale, NJ: Erlbaum.
    Sigel, I. E. (2002). The psychological distancing model: A study of the socialization of cognition. Culture & Psychology, 8, 189–214.http://dx.doi.org/10.1177/1354067X02008002438
    Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
    Spache, G. D. (1978). Good reading for poor readers. Champaign, IL: Garrard.
    Sparks, S. D. (2012). New research thinking girds core. In Education Week. Spotlight: On literacy and the common core (pp. 6–9). Retrieved from http://www.edweek.org/ew/marketplace/products/spotlight-literacy-common-core-standards.html
    Spelke, E. S. (2005). Sex differences in intrinsic aptitude for mathematics and science? A critical review. American Psychologist, 60, 950–958.http://dx.doi.org/10.1037/0003-066X.60.9.950
    Tare, M., Chiong, C., Ganea, P., & DeLoache, J. (2010). Less is more: How manipulative features affect children's learning from picture books. Journal of Applied Developmental Psychology, 31, 395–400.http://dx.doi.org/10.1016/j.appdev.2010.06.005
    Teale, W. H. (2003). Reading aloud to young children as a classroom instructional activity: Insights from research and practice. In A.van Kleeck, S. A.Stahl, & E. B.Bauer (Eds.), On reading books to children (pp. 114–139). Mahwah, NJ: Erlbaum.
    Tessler, M., & Nelson, K. (1994). Making memories: The influence of joint encoding on later recall by young children. Consciousness and Cognition, 3, 307–326.http://dx.doi.org/10.1006/ccog.1994.1018
    Tower, C. (2003). Genre development and elementary students’ informational writing: A review of the literature. Reading Research and Instruction, 42, 14–39.http://dx.doi.org/10.1080/19388070309558394
    Troia, G. A., Harbaugh, A. G., Shankland, R. K., Wolbers, K. A., & Lawrence, A. M. (2013). Relationships between writing motivation, writing activity, and writing performance: Effects of grade, sex, and ability. Reading and Writing, 26, 17–44.http://dx.doi.org/10.1007/s11145-012-9379-2
    U.S. Congress Joint Economic Committee. (2012). STEM education: Preparing for the jobs of the future. Retrieved from http://www.jec.senate.gov/public/index.cfm?a=Files.Servex&File_id=6aaa7e1f-9586-47be-82e7-326f47658320
    van Kleeck, A. (2003). Research on book sharing: Another critical look. In A.van Kleeck, S. A.Stahl, & E. B.Bauer (Eds.), On reading books to children (pp. 271–320). Mahwah, NJ: Erlbaum.
    Vander Hart, N., Fitzpatrick, P., & Cortesa, C. (2010). In-depth analysis of handwriting curriculum and instruction in four kindergarten classrooms. Reading and Writing, 25, 673–699.http://dx.doi.org/10.1007/s11145-009-9178-6
    Vernon, S. A., & Ferreiro, E. (1999). Writing development: A neglected variable in the consideration of phonological awareness. Harvard Educational Review, 69, 395–415.
    Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
    Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93, 243–250.http://dx.doi.org/10.1037/0022-0663.93.2.243
    Wasta, S. (2010). Be my neighbor: Exploring sense of place through children's literature. The Social Studies, 101, 189–193.http://dx.doi.org/10.1080/00377990903583745
    Weaver III, C. A., & Kintch, W. (1991). Expository text. In R.Barr, M. L.Kamil, P.Mosenthal, & P. D.Pearson (Eds.), Handbook of reading research (Vol. II, pp. 230–245). Mahwah, NJ: Erlbaum.
    Wells, G. (1985). Pre-school literacy-related activities and success in school. In D.Olson, N.Torrance, & A.Holdyard (Eds.), Literacy, language, and learning (pp. 229–255). Cambridge, UK: Cambridge University Press.
    Whitehurst, G. J., Zevenbergen, A. A., Crone, D. A., Schultz, M. D., Velting, O. N., & Fischel, J. E. (1999). Outcomes of an emergent literacy intervention from Head Start through second grade. Journal of Educational Psychology, 81, 261–272.http://dx.doi.org/10.1037/0022-0663.91.2.261
    Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A.Wigfield & J. S.Eccles, (Eds.), Development of achievement motivation (pp. 91–120). London, UK: Academic Press.
    Williams, J. P., Hall, K. M., deCani, J. S., Lauer, K. D., Stafford, K. B., & DeSisto, L. A. (2005). Expository test comprehension in the primary grade classroom. Journal of Educational Psychology, 97, 538–550.http://dx.doi.org/10.1037/0022-0663.97.4.538
    Wolfe, M. B. W., & Woodwyk, J. M. (2010). Processing and memory of information presented in narrative or expository texts. British Journal of Educational Psychology, 80, 341–362.http://dx.doi.org/10.1348/000709910X485700
    Wollman-Bonilla, J. E. (2000). Teaching science writing to first graders: Genre learning and recontextualization. Research in the Teaching of English, 35, 35–65.
    Woolley, J. D., & Cox, V. (2007). Development of beliefs about storybook reality. Developmental Science, 10, 681–693.http://dx.doi.org/10.1111/j.1467-7687.2007.00612.x
    Woolley, J. D., & Van Reet, J. (2006). Effects of context on judgments concerning the reality status of novel entities. Child Development, 77, 1778–1793.http://dx.doi.org/10.1111/j.1467-8624.2006.00973.x
    Worthy, J., Moorman, M., & Turner, M. (1999). What Johnny likes to read is hard to find in school. Reading Research Quarterly, 34, 12–25.http://dx.doi.org/10.1598/RRQ.34.1.2
    Yopp, R. H., & Yopp, H. K. (2000). Sharing informational text with young children. The Reading Teacher, 53, 410–423.
    Yopp, R. H., & Yopp, H. K. (2006). Informational texts as read-alouds at school and home. Journal of Literacy Research, 38, 1–37.http://dx.doi.org/10.1207/s15548430jlr3801_2
    Yopp, R. H., & Yopp, H. K. (2012). Young children's limited and narrow exposure to informational text. The Reading Teacher, 65, 480–490.http://dx.doi.org/10.1002/TRTR.01072
    Yore, L. D., 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, 689–725.http://dx.doi.org/10.1080/09500690305018
    Young, J. P., & Brozo, W. G. (2001). Boys will be boys, or will they? Literacy and masculinities. Reading Research Quarterly, 36, 316–325.http://dx.doi.org/10.1598/RRQ.36.3.4
    Youngs, S., & Serafini, F. (2012). Comprehension strategies for reading historical fiction picturebooks. The Reading Teacher, 65, 116–124.

    • Loading...
Back to Top

Copy and paste the following HTML into your website