Amaral, O. M., Garrison, L., & Klentschy, M. (2002). Helping English learners increase achievement through
inquiry-based science instruction. Bilingual Researcher Journal, 26(2), 213-239.
Andre, T., Whigham, M., Hendrikson, 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, 719-748.
Bogdan, R., & Biklen, S. K. (2006). Qualitative research for education: An introduction to theories and
methods (5th ed.). New York, NY: Allyn & Bacon.54 Norton-Meier, Hand, & Ardasheva
Carle, E. (1986). The very hungry caterpillar. New York, NY: Penguin Young Readers Group.
Cazden C. B. (2001). Classroom Discourse: The language of teaching and learning (2nd edition). Portsmouth,
NH: Heinemann.
Dewey, J. (1938). Experience and education. New York: Collier MacMillan.
Driver, R., Newton, P., & Osbourne, J. (2000). Establishing the norms of scientific argumentation in
classrooms. Science Education, 84(3), 287-312.
Duschl, R., Ellenbogen, K., & Erduran, S. (1999). Middle school students' dialogic argumentation. In M.
Komorek, H. Behrendt, H. Dahncke, R. Duit, W. Graber, & A. Kross (Eds.), Research in science
education: Past, present and future. Proceedings of the Second International Conference of the
European Science Education Research Association (ESERA), 1/2, 420-422.
Fang, Z. (2008). Going beyond the fab five: Helping students cope with the unique linguistic challenges of
expository reading in intermediate grades. Journal of Adolescent & Adult Literacy, 51(6), 476–487.
Galbraith, D. (1999). Writing as a knowledge-constituting process. In M. Torrance & D. Galbraith (Eds.),
Knowing what to writing: Conceptual processes in text production (pp. 139-159). Amsterdam:
Amsterdam University Press.
Gallas, K. (2003). Imagination and literacy: A teacher’s search for the heart of learning. New York, NY:
Teachers College Press.
Geertz, C. (1983). Local knowledge: Further essays in interpretive anthropology. New York, NY: Basic Books.
Goodman, Y. M. (2003). Valuing language study: Inquiry into language for elementary and middle schools.
Urbana, IL: National Council of Teachers of English.
Gowin, D. (1981). Educating. Ithaca, NY: Cornell University Press.
Halliday, M. A. K. (1975). Learning how to mean. London, UK: Arnold Press.
Hand, B. & V. Prain (2006). Moving from border crossing to convergence of perspectives in language and
science literacy research and practice International Journal of Science Education, 28(2–3), 101– 107.
Hand, B., & Keys, C. (1999). Inquiry investigation. The Science Teacher, 66(4), 27–29.
Hand, B., Prain, V., & Yore, L. D. (2001). Sequential writing tasks’ influence on science learning. In G.
Rijlaarsdam (Series Ed.) & P. Tynjälä, L. Mason, & K. Lonka (Eds.), Writing as a learning tool:
Integrating theory and practice (pp. 105-129). Dordrecht, Netherlands: Kluwer.
Hand, B., Wallace, C., & Yang, E. (2004). Using the science writing heuristic to enhance learning outcomes
from laboratory activities in seventh grade science: Quantitative and qualitative aspects. International
Journal of Science Education, 26, 131-149.
Hohenshell, L., & Hand, B. (2006). Writing-to-learn strategies in secondary school cell biology. International
Journal of Science Education, 28, 261–289.
Iowa Department of Education. (1986). A guide to curriculum development in the language arts. Des Moines,
IA: Iowa Department of Education.
Keys, C. W., Hand, B., Praın, V. & Collıns, S. (1999). Using the science writing heuristic as a tool for learning
from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36,
1065–1084.
Kucer, S. B. (2009). Dimensions of literacy: A conceptual base for teaching reading and writing in school
settings (3rd ed). Mahwah, NJ: Routledge.
Lemke, J. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex.
Miles, M. B., & Huberman, M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). New
York, NY: Sage Publications.
Moje, E. B, McIntosh-Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R., Collazo, T. (2004). Working toward
third space in content area literacy: An examination of everyday funds of knowledge and Discourse.
Reading Research Quarterly, 39(1), 38–70.
Moll, L. C., & Whitmore, K. F. (1996). Vygotsky in Classroom practice: Moving from individual transmission
to social transmission. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning:
Sociocultural dynamics in children's development (pp. 19-42). New York: Oxford University Press.
Moller, K. J., & Hug, B. (2006). Connections across literacy and science instruction in early childhood
education: Interviewing disciplines in pre-service education. In J.V. Hoffman, D. L. Schallert, C. M.
Fairbanks, J. Worthy, & B. Malocj (Eds.), 55th Yearbook of the National Reading Conference (pp.
195–211). Oak Creek, Wisconsin: National Reading Conference.
Norris, S. P. & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy.
Science Education, 87, 224-240.
Norton-Meier, L., Hand, B., Cavagnetto, A., Akkus, R., & Gunel, M. (2009). Pedagogy, implementation and
professional development for teaching science literacy: How students and teacher know and learn. In
M. C. Shelley II, L. D. Yore, & B. Hand (Eds.), Quality research in literacy and science education:
International perspectives and gold standards (pp. 169-188). Dordrecht, Netherlands: Springer.IJEMST (International Journal of Education in Mathematics, Science and Technology) 55
Norton-Meier, L., Hand, B., Hockenberry, L. & Wise, K. (2008). Questions, claims, & evidence: The important
place of argument in children’s science writing. Portsmouth, NH: Heinemann.
Novak, J. D. (1977). A theory of education. Ithaca, NY: Cornell University Press.
Nystrand, M., & Duffy, J. (Eds.). (2003). Towards a rhetoric of everyday life: New directions in research on
writing, text, and discourse. Madison, WI: University of Wisconsin Press.
Pinnell, G. S. (1985). Ways to look at the functions of children’s language. In A. Jaggar, & M. T., Smith-Burke
(Eds.), Observing the language learner (pp. 57-72). Newark, DE: International Reading Association.
Rivard, L. P., & Straw, S. B. (2000). The effect of talk and writing on learning science: An exploratory study.
Science Education, 84(5), 566-593.
Romance, N. R., & Vitale, M. R. (1992). A curriculum strategy expands time for in-depth elementary science
instruction by using science-based reading strategies: Effects of a year-long study in grade four.
Journal of Research in Science Teaching, 29, 545-554.
Saul, E. W. (2003). Crossing borders in science and literacy instruction: Perspectives on theory and practice
(Vol. 1). Newark, DE: International Reading Association.
Scarcella, R. (2003). Academic English: A conceptual framework (Tech. Rep. No. 2003-1). Irvine: University of
California, Linguistic Minority Research Institute.
Schleppegrell, M. J. (2004). The language of schooling: A functional linguistic perspective. Mahwah, NJ:
Lawrence Erlbaum.
Smith, F. (1977). The uses of language. Language Arts, 54 (6), 638-644.
Smith, M. L., Phillips, L. M., Norris, S. P., Guilbert, S. L. & Stange, D. M. (2006). Scientific literacy and
commercial reading programs: An analysis of text and instructional guidelines. In J.V. Hoffman, D. L.
Schallert, C. M. Fairbanks, J. Worthy, & B. Malocj (Eds.)., 55th Yearbook of the National Reading
Conference (pp. 293-308). Oak Creek, Wisconsin: National Reading Conference.
Vygotsky, L. V. (1962). Thought and language. Cambridge, MA: The M.I.T. Press.
Vygotsky, L. V. (1978). The mind in society. Cambridge, MA: Harvard University Press.
Wallace, C. S., Hand, B., Prain, V. (2003). Writing and learning in the science classroom. Dordrecht: Kluwer
Academic Publishers.
Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A., & Hudicourt-Barnes, J. (2001). Rethinking diversity
in learning science: The logic of everyday sense-making. Journal of Research in Science Teaching,
38(5), 529–552.
Yore, L. D., Bisanz, G. L., & Hand, B. (2003). Examining the literacy component of science literacy: 25 years
of language arts and science research. International Journal of Science Eduction, 25(6), 689-725.
Yore, L. D., Hand, B. M., Goldman, S. R., Hildebrand, G. M., Osborne, J. F., Treagust, D. F., & Wallace, C. S.
(2004). New directions in language and science education research. Reading Research Quarterly, 30,
347–352.
Thank you for copying data from http://www.arastirmax.com
