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Acknowledgments
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Contributors
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Introduction
E. Wendy Saul
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Section I: Describing the Languages of Science
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Chapter 1
Language in the Science Classroom: Academic Social Languages as the Heart of School-Based Literacy
James Paul Gee
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Chapter 2
The Literacies of Science
Jay L. Lemke
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Chapter 3
Gestures: The Leading Edge in Literacy Development
Wolff-Michael Roth
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Section II: The Role of Literacy Instruction in Science
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Chapter 4
Why Do Future Scientists Need to Study the Language Arts?
Larry D. Yore
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Chapter 5
Science Is Not Written, But It Can Be Written About
Robert E. Yager
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Section III: Expanding Access to Science
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Chapter 6
Girls in Science: Creating Symmetrical Opportunities for Acquiring Scientific Literacy
Barbara J. Guzzetti
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Chapter 7
The Science of Reading and the Reading of Science: Successes, Failures, and Promises in Search for Prerequisite Reading Skills for Science
Michael L. Kamil, Elizabeth B. Bernhardt
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Chapter 8
Knowing and Being in Science: Expanding the Possibilities
Allan Feldman
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Section IV: Teaching Science as a Dialogic Process
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Chapter 9
Promoting Dialogic Inquiry in Information Book Read-Alouds: Young Urban Children's Ways fo Making Sense in Science
Christine C. Pappas, Maria Varelas
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Chapter 10
Improving Science Instruction With Information Books: Understanding Multimodal Presentations
Laura B. Smolkin, Carol A. Donovan
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Chapter 11
Readers Are Scientists: A Reflective Exploration of the Reasoning of Young Scientists, Readers, Writers, and Discussants
Jeanne Reardon
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Section V: Self-Questioning and Metacognition
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Chapter 12
Multiliteracies and Self-Questioning in the Service of Science Learning
Donna E. Alvermann
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Chapter 13
Reading Comprehension and Science Inquiry: Metacognitive Connections
Linda Baker
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Section VI: Choosing Science Trade Books
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Chapter 14
Choosing Informational Books for Primary-Grade Classrooms: The Importance of Balance and Quality
Mariam Jean Dreher, Anita N. Voelker
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Chapter 15
Highly Recommended Trade Books: Can They Be Used in Inquiry Science?
Danielle J. Ford
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Chapter 16
How Not to Get Lost on The Magic School Bus: What Makes High Science Content Read-Alouds?
Laura B. Smolkin, Carol A. Donovan
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Section VII: Science Writing Heuristics
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Chapter 17
Learning From Text Designed to Model Scientific Thinking in Inquiry-Based Instruction
Shirley J. Magnusson, Annemarie Sullivan Palincsar
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Chapter 18
Students' Science Notebooks and the Inquiry Process
Michael P. Klentschy, Elizabeth Molina-De La Torre
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Chapter 19
The Science Writing Heuristic: Using Writing as a Tool for Learning in the Laboratory
Carolyn S. Wallace, Brian Hand, Eun-Mi Yang
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Section VIII: Evaluating Commercial Text Materials
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Chapter 20
Better Textbooks, Better Readers and Writers
Cynthia Shanahan
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Chapter 21
Choosing Science Textbooks: Connecting Research to Common Sense
William G. Holliday
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Chapter 22
Integrating Science and Literacy Instruction With a Common Goal of Learning Science Content
Harold Pratt, Norby Pratt
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Section IX: Reaching Teachers
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Chapter 23
Mind Engagement: What Is Not Typically Accomplished in Typical Science Instruction
Robert E. Yager
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Chapter 24
“Reading the World Before Reading the Word”: Implications for Professional Development of Teachers of Science
Hubert M. Dyasi, Rebecca E. Dyasi
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Afterword
What's Next? A View From the Editor's Perch
E. Wendy Saul
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Author Index
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Subject Index
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