Integrating Reading into Commercially-Produced Science Kits


Nancy Brickhouse and Danielle Ford
University of Delaware



Choosing Trade Books to Support Inquiry-Based Science Instruction

Donna Neutze
Johns Hopkins University



Creating Student-Centered Science Notebooks

Lori Fulton and Brian Campbell
Las Vegas, Nevada, Public Schools



Connecting Literacy to Firsthand Experiences

Bernie Zubrowski
Education Development Center



Supporting Scientific Reasoning: Examining Science Trade Books, Science Trade Book Read Alouds, and Children's Explanatory Science Writing

Laura B. Smolkin
University of Virginia
Carol A. Donovan
University of Alabama



Classroom Science Inquiry: A Rich Context for Literacy Development?


Rebecca Dyasi
Long Island University, Brooklyn, New York
Hubert Dyasi
City College, City University of New York



The Administrative Challenge: Making it Work


Michael Klentschy
El Centro, California, Public Schools



Using Knowledge-Based Strategies in Science to Enhance Content Area Reading Comprehension and Writing

Nancy Romance
Florida Atlantic University
Michael Vitale
East Carolina University



The Basalization of Science

Donna Dieckman
Montgomery County, Maryland, Public Schools



Environmental Science: Not Just for Scientists

Nan Youngerman
Madison, Wisconsin, Public Schools



The Kids' Inquiry Conference

Charles Pearce
Carroll County Public Schools



Creating Information Literate, Critical Readers: Science Texts in Elementary Classrooms

Joseph L. Polman
University of Missouri-St. Louis



Thinking in Science Is Analogous to Reading Critically, or Is It?

Donna Alvermann
University of Georgia



Enacting Integrated Science-Literacy Units in Primary Classrooms: Opportunities and Tensions

Christine Pappas, Maria Varelas,
Eli-Tucker Raymond
University of Illinois-Chicago
Neveen Keblawe-Shamah

Ruiz Elementary School, Chicago


Combining Language Uses to Promote Writing about Science Inquiry through Implementation of the Science Writing Heuristic

Brian Hand
University of Iowa
Lori Norton-Meier
Iowa State University
Kim Wise
Lynn Hockenberry
Author, Maine


Confessions of a Science Writer

Mary Cerullo
Author, Maine



Sometimes We Ask a Great Question!

Jeanne Reardon
Author-consultant, Montgomery County, Maryland



Writing It Down, Writing It Up

Nancy Robb Singer
Gateway Writing Project, University of Missouri-St. Louis


Creating Information-Literate, Critical Readers: Science Texts in Elementary Classrooms

Mariam Jean Dreher
University of Maryland, College Park
Sharon B. Kletzien
West Chester University



Learning to Read Scientific Texts from K-6 Commercial Reading Programs

Linda M. Phillips, Stephen P. Norris, and Martha L. Smith
University of Alberta



"Eventually, Hot Air Is Helium:" The Benefits of "Wrong" Answers In Science; Talking Science to Promote Understanding

Mary Rizzuto



Spinning Our Webs: From Science to Literacy

Wendy Saul
University of Missouri-St. Louis


Science Writing Using Firsthand Data

Jeff Winokur
Education Development Center
Martha Heller-Winokur
Tufts University



Formal and Informal Scientists' Meetings: Exploring Circles of Dynamic Science and Literacy Learning

Joan Armon
Regis University, Denver, Colorado
Linda Morris
Jefferson County, Colorado, Schools



Group Sessions:

Language, Learning, and Science: The Coming Crisis

James Paul Gee
University of Wisconsin



Connecting Science and Literacy in a World of Standards, Frameworks, and Testing et al

Karen Worth
Education Development Center
Newton, Mass.



Learning Academic Language: We're All Language Teachers, Or Should Be

JoAnn (Jodi) Crandall
University of Maryland, Baltimore County




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