Abstract
This chapter examines the integration of science and literacy in early childhood education. We begin with a review of research on the types of science texts designed for young children and for early childhood classrooms – commercially produced, trade literature, and researcher-created. Such science texts present unique challenges in their content, their linguistic structures, and their varied visual representations. As relates specifically to trade literature, genre and subject matter can be sources of concern – genre in that texts that conflate story with scientific information and explanations may produce little science learning or scientific misconceptions, and subject matter in that current trade literature for young children chiefly addresses life science, with very few books written on physical science topics. Despite their importance, science texts have a very limited presence in current early childhood classrooms. Further, early childhood teachers appear reluctant to include such texts in common early childhood instructional practices, such as read alouds; this may be due to their own insecurities regarding science instruction. Given the importance of inquiry science, multiple researchers, working to enhance the quality of early childhood science instruction, have integrated text and inquiry science. We examine various Text Integrated Inquiry Science (TIIS) programs, acknowledging both unique and common program features, as well as limitations in research designs. A consideration of promising TIIS practices concludes this chapter.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Alexander, P. A. (1997). Knowledge-seeking and self-schema: A case for the motivational dimensions of exposition. Educational Psychologist, 32(2), 83–94.
Banilower, E. R., Smith, P. S., Weiss, I. R., Malzahn, K. A., Campbell, K. M., & Weis, A. M. (2013). Report of the 2012 national survey of science and mathematics education. Chapel Hill: Horizon Research, Inc.
Barber, J., Berger, L., Hosoume, K., Kopp, J., Sneider, C., & Willard, C. (1993). Once upon a GEMS guide: Connecting young people’s literature to great explorations in math and science. Berkeley, CA: Lawrence Hall of Science, University of California at Berkeley
Barber, J., Catz, K. N., & Arya, D. (2006, May). Improving science content acquisitions through a combined science/literacy approach: A quasi-experimental study. Paper presented at the American Educational Research Association, San Francisco.
Best, R. M., Rowe, M. P., Ozuru, Y., & McNamara, D. S. (2005). Deep-level comprehension of science texts: The role of the reader and the text. Topics in Language Disorders, 25(1), 65–83.
Billig, F. (1930). Review of the book Green magic. Science Education, 15(1), 70.
Blank, M., Rose, S. A., & Berlin, L. J. (1978). The language of learning: The preschool years. New York: Grune & Stratton.
Bowman, B. T., Donovan, M. S., & Burns, M. S. (Eds.). (2000). Eager to learn: Educating our preschoolers. Washington, DC: National Academies Press.
Brabham, E., Boyd, P., & Edgington, W. D. (2000). Sorting it out: Elementary students’ responses to fact and fiction in informational storybooks as read‐alouds for science and social studies. Literacy Research and Instruction, 39(4), 265–289.
Bradley, L. G., & Donovan, C. A. (2010). Information book read-alouds as models for second-grade authors. The Reading Teacher, 64(4), 246–260.
Brenneman, K., & Louro, I. F. (2008). Science journals in the preschool classroom. Early Childhood Education Journal, 36(2), 113–119.
Caswell, L. J., & Duke, N. K. (1998). Non-narrative as a catalyst for literacy development. Language Arts, 75, 108–117.
Cervetti, G. N., & Barber, J. (2009). Text in hands-on science. In E. H. Hiebert & M. Sailors (Eds.), Finding the right texts: What works for beginning and struggling readers (pp. 89–108). New York: Guilford.
Cervetti, G. N., Barber, J., Dorph, R., Pearson, P. D., & Goldschmidt, P. G. (2012). The impact of an integrated approach to science and literacy in elementary school classrooms. Journal of research in science teaching, 49(5), 631–658.
Cervetti, G. N., Bravo, M. A., Hiebert, E. H., Pearson, P. D., & Jaynes, C. A. (2009). Text genre and science content: Ease of reading, comprehension, and reader preference. Reading Psychology, 30(6), 487–511.
Cervetti, G. N., Jaynes, C. A., & Hiebert, E. H. (2009). Increasing opportunities to acquire knowledge through reading. In E. H. Hiebert (Ed.), Reading more, reading better (pp. 79–100). New York: Guilford.
Coleman, J. M., McTigue, E. M., & Smolkin, L. B. (2011). Elementary teachers’ use of graphical representations in science teaching. Journal of Science Teacher Education, 22(7), 613–643.
Common Core State Standards for English Language Arts. (2012). Retrieved from http://www.corestandards.org/ELA-Literacy
Conezio, K., & French, L. (2002). Science in the preschool classroom. Young Children, 57(5), 12–18.
Connor, C. M., & Morrison, F. J. (2013). Knowledge acquisition in the classroom: Literacy and content knowledge. In A. M. Pinkham, T. Kaefer, & S. B. Neuman (Eds.), Knowledge development in early childhood: Sources of learning and classroom implications (pp. 220–241). New York: Guilford.
Connor, C. M., et al. (2010). Content area literacy: Individualizing student instruction in second-grade science. The Reading Teacher, 63(6), 474–485.
Connor, C. M., et al. (2012). Child characteristics by science instruction interactions in second and third grade and their relation to students’ content-area knowledge, vocabulary, and reading skill gains. Elementary School Journal, 113(1), 52–75.
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children.
Dickinson, D. (2002). Shifting images of developmentally appropriate practice as seen through different lenses. Education Researcher, 31(1), 26–32.
Dickinson, D. K., & Porche, M. V. (2011). Relation between language experiences in preschool classrooms and children’s kindergarten and fourth‐grade language and reading abilities. Child Development, 82(3), 870–886.
Dockrell, J. E., Braisby, N., & Best, R. M. (2007). Children’s acquisition of science terms: Simple exposure is insufficient. Learning and Instruction, 17(6), 577–594.
Donovan, C. A., & Smolkin, L. B. (2001). Genre and other factors influencing teachers’ book selections for science instruction. Reading Research Quarterly, 36(4), 412–440.
Donovan, C. A., & Smolkin, L. B. (2002). Considering genre, content, and visual features in the selection of trade books for science instruction. The Reading Teacher, 55(6), 502–520.
Donovan, C. A., & Smolkin, L. B. (2006). Children selections of science trade books. In D. W. Rowe, R. Jimenez, D. L. Compto, D. D. Dickinson, Y. Kim, K. Leander, & V. Risko (Eds.), Fifty-sixth yearbook of the national reading conference (pp. 218–234). Oak Creek: National Reading Conference.
Donovan, C. A., Smolkin, L. B., & Lomax, R. G. (2000). Beyond the independent-level text: Considering the reader? Text match in first graders’ self-selections during recreational reading. Reading Psychology, 21(4), 309–333.
Downs, M. (2003). The noisy airplane ride. Berkeley: Tricycle Press.
Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35(2), 202–224.
Duke, N. K., & Bennett-Armistead, V. S. (2003). Reading & writing informational text in the primary grades: Research based practices. New York: Scholastic.
Duke, N. K., Caughlan, S., Juzwik, M. M., & Martin, N. M. (2012). Reading and writing genre with purpose in K–8 classrooms. Portsmouth: Heinemann.
Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (Eds.). (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academies Press.
Fang, Z. (2005). Scientific literacy: A systemic functional linguistics perspective. Science Education, 89(2), 335–347.
Fang, Z. (2006). The language demands of science reading in middle school. International Journal of Science Education, 28(5), 491–520.
Fingeret, L. (2012). Graphics in children’s informational texts: A content analysis. Michigan State University, ProQuest, UMI Dissertations (Publishing, 2012. 3524408. Downloaded 2013, Aug 12)
Ford, D. J. (2004). Highly recommended trade books: Can they be used in inquiry science? In E. W. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practice (pp. 277–290). Newark: IRA.
Ford, D. J. (2006). Representations of science within children’s trade books. Journal of Research in Science Teaching, 43(2), 214–235.
French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19(1), 138–149.
Gibbons, G. (1995). Planet earth/inside out. New York: Morrow Junior Books.
Goldman, S. R., & Murray, J. D. (1992). Knowledge of connectors as cohesion devices in text: A comparative study of native-English and English-as-a-second-language speakers. Journal of Educational Psychology, 84(4), 504–519.
Gonzalez, J. E., et al. (2011). Developing low-income preschoolers’ social studies and science vocabulary knowledge through content-focused shared book reading. Journal of Research on Educational Effectiveness, 4(1), 25–52.
Graesser, A. C., Leong, J. A., & Otero, J. (2002). Introduction to the psychology of science text comprehension. In J. Otero, J. A. Leon, & A. C. Graesser (Eds.), The psychology of science text comprehension (pp. 1–15). Mahwah: Erlbaum.
Guthrie, J. T., Van Meter, P., Hancock, G. R., Alao, S., Anderson, E., & McCann, A. (1998). Does concept-oriented reading instruction increase strategy use and conceptual learning from text? Journal of Educational Psychology, 90(2), 261.
Guzzetti, B. J., Snyder, T. E., & Glass, G. V. (1992). Promoting conceptual change in science: Can texts be used effectively? Journal of Reading, 35(8), 642–649.
Halliday, M. A. K., & Martin, J. R. (1993). Writing science: Literacy and discursive power. London: Falmer Press.
Hannus, M., & Hyönä, J. (1999). Utilization of illustrations during learning of science textbook passages among low- and high-ability children. Contemporary Educational Psychology, 24(2), 95–123.
Hapgood, S., Magnusson, S. J., & Sullivan Palincsar, A. (2004). Teacher, text, and experience: A case of young children’s scientific inquiry. The Journal of the Learning Sciences, 13(4), 455–505.
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experiences of young American children. Baltimore: Brookes.
Heisey, N., & Kucan, L. (2010). Introducing science concepts to primary students through read‐alouds: Interactions and multiple texts make the difference. The Reading Teacher, 63(8), 666–676.
Hubitz, J. (2001). Report on a study of middle school physical science texts. Physics Teacher, 39(5), 304–309.
Jetton, T. L. (1994). Information-driven versus story-driven: What children remember when they are read informational stories. Reading Psychology, 15(2), 109–130.
Joyce, J. (1934). Ulysses. New York: Modern Library.
Kesidou, S., & Roseman, J. E. (2002). How well do middle school science programs measure up? Findings from Project 2061s curriculum review. Journal of Research in Science Teaching, 39(6), 522–549.
Kletzien, S. B., & Dreher, M. J. (2004). Informational text in K-3 classrooms: Helping children read and write. Newark: International Reading Association, Inc.
Kress, G., & van Leeuwen, T. (1996). Reading images: The grammar of visual design. London: Routledge.
Lemke, J. (1998). Multiplying meaning: Visual and verbal semiotics in scientific text. In J. Martin & R. Veel (Eds.), Reading science: Critical and functional perspectives on discourses of science (pp. 87–113). New York: Routledge.
Magnusson, S. J., & Palincsar, A. S. (2001). The interplay of first-hand and second-hand investigations to model and support the development of scientific knowledge and reasoning. In Cognition and instruction: Twenty-five years of progress (pp. 151–194). Mahwah: Lawrence Erlbaum Associates.
Magnusson, S. J., & Palincsar, A. S. (2004). Learning from text designed to model scientific thinking in inquiry-based instruction. In E. W. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practice (pp. 316–339). Newark: IRA.
Mantzicopoulos, P., Samarapungavan, A., & Patrick, H. (2009). “We learn how to predict and be a scientist”: Early science experiences and kindergarten children’s social meanings about science. Cognition and Instruction, 27(4), 312–369.
Martin, D. J. (Ed.). (2011). Elementary science methods: A constructivist approach. Belmont: Wadsworth.
Marulis, L. M., & Neuman, S. B. (2010). The effects of vocabulary intervention on young children’s word learning a meta-analysis. Review of Educational Research, 80(3), 300–335.
Mayer, D. (1995). How can we best use literature in teaching? Science and Children, 32(6), 16–19.
McTigue, E. M., & Flowers, A. C. (2011). Science visual literacy: Learners’ perceptions and knowledge of diagrams. The Reading Teacher, 64(8), 578–589.
McTigue, E. M., & Slough, S. W. (2010). Student-accessible science texts: Elements of design. Reading Psychology, 31(3), 213–227.
Mohr, K. A. J. (2006). Children’s choices for recreational reading: A three-part investigation of selection preferences, rationales, and processes. Journal of Literacy Research, 38(1), 81–104.
Mol, S. E., Bus, A. G., & de Jong, M. T. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79(2), 979–1007.
Moschovaki, E., & Meadows, S. (2005). Young children’s cognitive engagement during classroom book reading: Differences according to book, text genre, and story format. Early Childhood Research and Practice, 7(2), 1–8. http://ecrp.uiuc.edu/v7n2/moschovaki.html.
Moss, G. (2003). Putting the text back into practice: Junior-age non-fiction as objects of design. In C. Jewitt & G. Kress (Eds.), Multimodal literacy (pp. 73–87). New York: Peter Lang.
National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
National Education Association. (1893). Report of the committee on secondary school studies. Washington, DC: U.S. Government Printing Office.
National Research Council. (2011). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
Newton, D. P., & Newton, L. D. (2000). Do teachers support causal understanding through their discourse when teaching primary science? British Educational Research Journal, 26(5), 601–613.
Olshtain, E., & Cohen, E. (2005). Logical connectors in Hebrew: How well do eighth graders master them? In D. Ravid & H. Bat-Zeev Shyldkrot (Eds.), Perspectives on language and language development: Essays in honor of Ruth A. Berman (pp. 315–326). New York: Kluwer.
Owens, C. V. (2003). Nonsense, sense and science: Misconceptions and illustrated trade books. Journal of Children’s Literature, 29(1), 55–62.
Pappas, C.C. (1986, December). Exploring the global structure of “information books.” Paper presented at the annual meeting of the national reading conference, Austin. (ERIC Document Reproduction Service No. ED 278 952)
Pappas, C. C. (1991). Fostering full access to literacy by including information books. Language Arts, 68(6), 449–461.
Pappas, C. C. (1993). Is narrative “primary”? Some insights from kindergarteners’ pretend readings of stories and information books. Journal of Reading Behavior, 25(1), 97–129.
Pappas, C. C. (2006). The information book genre: Its role in integrated science literacy research and practice. Reading Research Quarterly, 41(2), 226–250.
Pappas, C. C., Varelas, M., Gill, S., Ortiz, I., & Keblawe-Shamah, N. (2009). Research directions: Multimodal books in science-literacy units: Language and visual images for meaning making. Language Arts, 86(3), 201–211.
Pearson, P. D., Moje, E., & Greenleaf, C. (2010). Literacy and science: Each in the service of the other. Science, 328(5977), 459–463.
Pentimonti, J. M., Zucker, T. A., & Justice, L. M. (2011). What are preschool teachers reading in their classrooms? Reading Psychology, 32(3), 197–236.
Phillips, L. M., & Norris, S. P. (2009). Bridging the gap between the language of science and the language of school science through the use of adapted primary literature. Research in Science Education, 39(3), 313–319.
Pinkham, A. M., Kaefer, T., & Neuman, S. B. (Eds.). (2013). Knowledge development in early childhood: Sources of learning and classroom implications. New York: Guilford.
Pozzer-Ardenghi, L., & Roth, W. M. (2005). Making sense of photographs. Science Education, 89(2), 219–241.
Price, L. H., Kleeck, A., & Huberty, C. J. (2009). Talk during book sharing between parents and preschool children: A comparison between storybook and expository book conditions. Reading Research Quarterly, 44(2), 171–194.
Ravid, D. (2004). Emergence of linguistic complexity in written expository texts: Evidence from later language acquisition. In D. Ravid & H. Bat-Zeev Shyldkrot (Eds.), Perspectives on language and language development (pp. 337–355). Dordrecht: Kluwer.
Rice, D. C. (2002). Using trade books in teaching elementary science: Facts and fallacies. The Reading Teacher, 55(6), 552–565.
Roberts, K. L., Norman, R. R., Duke, N. K., Morsink, P., Martin, N. M., & Knight, J. A. (2013). Diagrams, timelines, and tables—Oh, my!: Fostering graphical literacy. The Reading Teacher, 67(1), 12–24.
Romance, N. R., & Vitale, M. R. (1992). A curriculum strategy that 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(6), 545–554.
Romance, N. R., & Vitale, M. R. (2001). Implementing an in-depth expanded science model in elementary schools: Multi-year findings, research issues, and policy implications. International Journal of Science Education, 23(4), 373–404.
Roth, K. J., Druker, S. L., Garnier, H. E., Lemmens, M., Chen, C., Kawanaka, T., et al. (2006). Teaching science in five countries: Results from the TIMSS 1999 video study (NCES 2006–011). Washington, DC: U.S. Department of Education, National Center for Education Statistics, U.S. Government Printing Office.
Rutherford, F. J. (1991). Vital connections: Children, books, and science. In W. Saul & S. A. Jagusch (Eds.), Vital connections: Children, science, and books. Papers from a symposium sponsored by the Children’s Literature Center (pp. 21–30). Washington, DC: Library of Congress.
Saçkes, M. (2012). How often do early childhood teachers teach science concepts? Determinants of the frequency of science teaching in kindergarten. European Early Childhood Education Research Journal, 22, 169–184.
Saçkes, M., Trundle, K. C., Bell, R. L., & O’Connell, A. A. (2011). The influence of early science experience in kindergarten on children’s immediate and later science achievement: Evidence from the early childhood longitudinal study. Journal of Research in Science Teaching, 48(2), 217–235.
Saçkes, M., Trundle, K. C., & Flevares, L. M. (2009). Using children’s books to teach inquiry skills. Young Children, 64(6), 24–26.
Samarapungavan, A., Mantzicopoulos, P., & Patrick, H. (2008). Learning science through inquiry in kindergarten. Science Education, 92(5), 868–908.
Samarapungavan, A., Patrick, H., & Mantzicopoulos, P. (2011). What kindergarten students learn in inquiry-based science classrooms. Cognition and Instruction, 29(4), 416–470.
Saul, E. W., & Dieckman, D. (2005). Choosing and using information trade books. Reading Research Quarterly, 40(4), 502–513.
Schussler, E. E. (2008). From flowers to fruits: How children’s books represent plant reproduction. International Journal of Science Education, 30(12), 1677–1696.
Shepardson, D. P., & Pizzini, E. L. (1991). Questioning levels of junior high school science textbooks and their implications for learning textual information. Science Education, 75(6), 673–682.
Simon, J. (1991). Dear Mr. Blueberry. New York: M. K. McElderry Books.
Sinatra, G. M., & Broughton, S. H. (2011). Bridging comprehension and conceptual change in science education: The promise of refutational text. Reading Research Quarterly, 46(4), 369–388.
Smolkin, L. B., & Donovan, C. A. (2001). The contexts of comprehension: The information book read aloud, comprehension acquisition, and comprehension instruction in a first-grade classroom. Elementary School Journal, 102(2), 97–122.
Smolkin, L. B., & Donovan, C. A. (2004a). How not to get lost on the magic school Bus: What makes high science content read-alouds. In E. W. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practice (pp. 291–313). Newark: IRA.
Smolkin, L. B., & Donovan, C. A. (2004b). Improving science instruction with information books: Understanding multimodal presentations. In E. W. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practice (pp. 190–208). Newark: IRA.
Smolkin, L. B., & Donovan, C. A. (2005). Looking closely at a science trade book: Gail Gibbons and multimodal literacy. Language Arts, 83(1), 52–62.
Smolkin, L. B., & Donovan, C.A. (2015). Making the most of the explanatory power of the science trade book read aloud. [Manuscript submitted for publication.]
Smolkin, L. B., McTigue, E. M., & Donovan, C. A. (2008). Explanation and science text: Overcoming the comprehension challenges in nonfiction text for elementary students. In C. C. Block & S. R. Parris (Eds.), Comprehension instruction, second edition: Research-based practices (pp. 183–196). New York: Guilford.
Smolkin, L. B., McTigue, E. M., Donovan, C. A., & Coleman, J. M. (2009). Explanation in science trade books recommended for use with elementary students. Science Education, 93(4), 587–610.
Smolkin, L. B., McTigue, E. M., & Yeh, Y. F. Y. (2013). Searching for explanations in science trade books: What can we learn from Coh-Metrix? International Journal of Science Education, 35(8), 1367–1384.
Smolkin, L. B., Yaden, D. B., Brown, L., & Hofius, B. (1992). The effects of genre, visual design choices, and discourse structure on preschoolers’ responses to picture books during parent–child read-alouds. In C. K. Kinzer & D. J. Leu (Eds.), Literacy research, theory, and practice: Views from many perspectives. Forty-first yearbook of the National Reading Conference (pp. 291–301). Chicago: National Reading Conference.
Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. In R. O. Freedle (Ed.), New directions in discourse processing (Vol. 2, pp. 53–120). San Francisco: Jossey-Bass.
Trundle, K. C., Troland, T. H., & Pritchard, T. G. (2008). Representations of the moon in children’s literature: An analysis of written and visual text. Journal of Elementary Science Education, 20(1), 17–28.
van Kleeck, A., Gillam, R., Hamilton, L., & McGrath, C. (1997). The relationship between middle-class parents’ book sharing discussion and their preschoolers’ abstract language development. Journal of Speech, Language, Hearing Research, 40(6), 1261–1271.
Varelas, M., & Pappas, C. 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(2), 211–259.
Varelas, M., & Pappas, C. C. (2013). Forms and functions. In M. Varelas & C. C. Pappas (Eds.), Children’s ways with science and literacy: Integrated multimodal enactments in urban elementary classrooms (pp. 3–19). New York: Routledge.
Varelas, M., Pappas, C. C., Kokkino, S., & Ortiz, I. (2008). Students as authors. Science & Children, 45(7), 58–62.
Veel, R. (1997). Learning how to mean- scientifically speaking: Apprenticeship into scientific discourse in the secondary school. In F. Christie & J. R. Martin (Eds.), Genre and institutions. Social processes in the workplace and school (pp. 161–195). London: Cassell.
Vitale, M. R., & Romance, N. R. (2011). Adaptation of a knowledge-based instructional intervention to accelerate student learning in science and early literacy in grades 1 and 2. Journal of Curriculum and Instruction, 5(2), 79–93.
Walpole, S. (1998). Changing texts, changing thinking: Comprehension demands of new science textbooks. The Reading Teacher, 52(4), 358–369.
Walpole, S., & Smolkin, L. (2004). Teaching the page: Teaching learners to read complex text. In A. Peacock & A. Cleghorn (Eds.), Missing the meaning: The development and use of print and non-print materials in diverse school settings (pp. 197–212). New York: Palgrave-MacMillan.
Wang, J. (2005). Evaluation of seeds of science/roots of reading project: Shoreline science and terrarium investigations. Los Angeles: CRESST, UCLA (http://scienceandliteracy.org/sites/scienceandliteracy.org/files/biblio/wang_herman_2005_cresst_pdf_21395.pdf)
Yager, R. E. (2004). Science is not written, but it can be written about. In W. E. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practice (pp. 95–107). Arlington: National Science Teachers Association.
Yeh, Y., & McTigue, E. (2009). Frequency, variation, and function of graphical representations within standardized state science tests. School Science and Mathematics, 109(8), 435–450.
Yopp, R. H., & Yopp, H. K. (2006). Informational texts as read-alouds at school and home. Journal of Literacy Research, 38(1), 37–51.
Yopp, R. H., & Yopp, H. K. (2012). Young children’s limited and narrow exposure to informational text. The Reading Teacher, 67(7), 480–490.
Zimmerman, C. (2000). The development of scientific reasoning skills. Developmental Review, 20(1), 99–149.
Zucker, T. A., Justice, L. M., Piasta, S. B., & Kaderavek, J. N. (2010). Preschool teachers’ literal and inferential questions and children’s responses during whole-class shared reading. Early Childhood Research Quarterly, 25(1), 65–83.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Smolkin, L.B., Donovan, C.A. (2015). Science and Literacy: Considering the Role of Texts in Early Childhood Science Education. In: Cabe Trundle, K., Saçkes, M. (eds) Research in Early Childhood Science Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9505-0_10
Download citation
DOI: https://doi.org/10.1007/978-94-017-9505-0_10
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-017-9504-3
Online ISBN: 978-94-017-9505-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)