Pedagogies that integrate reading and science as a resource for hope: cultivating disciplinary knowledge with text in elementary-grade science instruction
Author:
Affiliation:
1. Department of Reading and Elementary Education, University of North Carolina at Charlotte, Charlotte, North Carolina, USA
Funder
George Lucas Educational Foundation
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/1554480X.2024.2397536
Reference44 articles.
1. How Subject-Matter Knowledge Affects Recall and Interest
2. Aukerman M. (2024 February 22). Toward comprehensive research-informed literacy instruction: Thinking with against and beyond the science of reading. [Webinar]. https://media.ithaca.edu/media/Maren+Aukerman+2024+Ithaca+College+Educational+Fre.
3. The impact of an integrated approach to science and literacy in elementary school classrooms
4. Cervetti, G. N., & Wright, T. S. (2020). The role of knowledge in understanding and learning from text. In E. B. More, P. Afflerbach, P. Enciso, & N. K. Leseaux (Eds.), Handbook of reading research (Vol. 5, pp. 237–260). Routledge.
5. Acquiring science and social studies knowledge in kindergarten through fourth grade: Conceptualization, design, implementation, and efficacy testing of content-area literacy instruction (CALI).
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