Articles that cite this article:

The Effect of a Literature-Based Program Integrated Into Literacy and Science Instruction With Children From Diverse Backgrounds

Lesley Mandel Morrow

Michael Pressley

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Articles that cite this article (and are available online) include:

Broemmel, A.D., & Rearden, K.T. (2006). Should Teachers Use the Teachers' Choices Books in Science Classes?. The Reading Teacher, 60, 254. doi:10.1598/RT.60.3.5

Ford, D.J. (2006). Representations of science within children's trade books. Journal of Research in Science Teaching, 43, 214. doi:10.1002/tea.20095

Koskinen, P.S., Blum, I.H., Bisson, S.A., Phillips, S.M., Creamer, T.S., & Baker, T. (2000). Book access, shared reading, and audio models: The effects of supporting the literacy learning of linguistically diverse students in school and at home.. Journal of Educational Psychology, 92, 23. doi:10.1037/0022-0663.92.1.23

Pappas, C.C. (2006). The Information Book Genre: Its Role in Integrated Science Literacy Research and Practice. Reading Research Quarterly, 41, 226. doi:10.1598/RRQ.41.2.4

Pressley, M. (2002). Effective Beginning Reading Instruction. Journal of Literacy Research, 34, 165. doi:10.1207/s15548430jlr3402_3

Saul, E., & Dieckman, D. (2005). Choosing and Using Information Trade Books. Reading Research Quarterly, 40, 502. doi:10.1598/RRQ.40.4.6

Wutz, J., & Wedwick, L. (2005). BOOKMATCH: Scaffolding Book Selection for Independent Reading. The Reading Teacher, 59, 16. doi:10.1598/RT.59.1.3