Articles that cite this article:

Genre and Other Factors Influencing Teachers' Book Selections for Science Instruction

Carol A. Donovan

Laura B. Smolkin

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

Dimopoulos, K., Koulaidis, V., & Sklaveniti, S. (2005). Towards a Framework of Socio-Linguistic Analysis of Science Textbooks: The Greek Case. Research in Science Education, 35, 173. doi:10.1007/s11165-004-8162-z

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

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

Varelas, M., Pappas, C.C., & Rife, A. (2006). Exploring the role of intertextuality in concept construction: Urban second graders make sense of evaporation, boiling, and condensation. Journal of Research in Science Teaching, 43, 637. doi:10.1002/tea.20100

Varelas, M., & Pappas, C. (2006). Intertextuality in Read-Alouds of Integrated Science-Literacy Units in Urban Primary Classrooms: Opportunities for the Development of Thought and Language. Cognition and Instruction, 24, 211. doi:10.1207/s1532690xci2402_2

Withrow, B., Weible, K., & Bonnett, J. (2004). Aren't they all the same? A comparative analysis of introductory criminal justice textbooks. Journal of Criminal Justice Education, 15, 1. doi:10.1080/10511250400085881