How do cohesion features inform science instruction for English learners?: A comparison study of digital and printed science texts-Reference-Cited by-同舟云学术

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How do cohesion features inform science instruction for English learners?: A comparison study of digital and printed science texts

Published:2022-12-05 Issue:18 Volume:44 Page:2763-2782
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Park GoMee¹^ORCID,Ye Yafei²^ORCID,Liao Ray J.T.³^ORCID

Affiliation:

1. Department of Teaching and Learning, The University of Iowa, Iowa City, IA, USA

2. School of International Studies, Zhengzhou University, Zhengzhou, People’s Republic of China

3. Institute of Applied English, National Taiwan Ocean University, Keelung City, Taiwan

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2022.2150987

Reference51 articles.

1. American Association for the Advancement of Science. (1999, September 28). Heavy books light on learning: Not one middle grades science text rated satisfactory by AAAS’s Project 2061.ScienceDaily. www.sciencedaily.com/releases/1999/09/990929020538.htm

2. Deep-Level Comprehension of Science Texts

3. A close observation of second language (L2) readers and texts

4. Cohesion Is Not Coherence

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