References
Anderson, R.C., & Freebody, P. (1981).Vocabulary knowledge. In J.T. Guthrie (Ed.), Comprehension and
teaching: Research reviews (pp.77–117). Newark, DE: International Reading Association.
Armstrong, J.E. & Collier, G.E. (1990). Science in biology: An introduction. Prospect Heights, IL: Waveland
Press.
Armbruster, B. (1993). Science and reading. The Reading Teacher, 46(4), 346-347.
Bailey, A.L. (2007). Introduction: Teaching and assessing students learning English in school. In A. L.
Bailey (Ed.). Language Demands of Students Learning English in School: Putting academic
language to the test. New Haven CT: Yale University Press.
Beck, I.L., & McKeown, M. (1991). Conditions of vocabulary acquisition. In R. Barr, M.L. Kamil, P.
Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research (Vol., II, pp. 789-814). White
Plains, NY: Longman.
Bowey, J.A. (1986). Syntactic awareness in relation to reading skill and ongoing reading
comprehension monitoring. Journal of Experimental Child Psychology, 41, 282-299.
California Department of Education (2007). The California Standardized Testing and Reporting (STAR)
Program. Retrieved January 30, 2007 from http://star.cde.ca.gov/star2006/
California State Board of Education (April 17, 2006). Criteria for evaluating instructional materials
(Reading/Language Arts). Retrieved January 30, 2007 from http://www.cde.ca.gov/ci/rl/im/
Carey, S. (1985). Are children fundamentally different thinkers than adults? In S. Chipman, J. Segal & R.
Glaser (Eds.), Thinking and learning skills (pp. 436-517). Hillsdale, NJ: Lawrence Erlbaum.
Cervetti, G. and Barber, J. (2009). Bringing back books: Using text to supplement hands-on
investigations for scientific inquiry. Science and Children, 47(3), 20-23.
CCSS (2010). Common Core State Standards. Retrieved September 14, 2011, from
http://www.corestandards.org/.
Cunningham, A. & Stanovich, K.E. (1998). What reading does for the mind. American Educator, 22(1& 2),
8-15.
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.
Droop, M. & Verhoeven, L. (1998). Background knowledge, linguistic complexity and second language
reading comprehension. Journal of Literacy Research, 30(2), 253-271.
Duke, N. (2000). 3.6 minutes per day: The scarcity of informational texts in the first grade. Reading
Research Quarterly, 35, 202-224.
Duke, N. K., & Bennett-Armistead, V. S. (2003). Reading and writing informational text in the primary
grades: Research-based practices. New York: Scholastic.
Elley, W. (1996). Using book floods to raise literacy levels in developing countries. In V. Greaney (Ed.),
Promoting reading in developing countries: Views on making reading materials accessible to
increase literacy levels (pp. 148-163). Newark, DE: IRA.
Flesch, R. (1979). How to write plain English. New York, NY: Harper and Row.
Flesch, R. (1948). A new readability yardstick. Journal of Applied Psychology, 32, 221–23.
Goldman, S.R., & Bisanz, G. L. (2002). Toward a functional analysis of scientific genres: Implications for
understanding and learning processes. In J. Ortero, J.A. Leon, & A.C. Graesser (Eds.), The
psychology of science text comprehension (pp. 19-50). New Jersey: LEA.
Gopnik, A. (1996). The scientist as child. Philosophy of science, 63(4), 485-514.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3),
375-406.
Gutierrez, K. , & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice.
Educational Researcher, 32(5), 19 - 25.
Guthrie, J. T., Anderson, E., Alao, S., & Rinehart, J. (1999). Influences of Concept- Oriented Reading
Instruction on strategy use and conceptual learning from text. Elementary School Journal,
99(4), 343-366.
Guthrie, J. T., McRae, A. C., & Klauda, S. L. (2007). Contributions of Concept-Oriented Reading
Instruction to knowledge about interventions for motivations in reading. Educational
Psychologist, 42, 237-250.
Hayes, D. P., & Ahrens, M. (1988). Vocabulary simplification for children: A special case of ‘motherese.’
Journal of Child Language, 15, 395-410.
Jimenez, R.T., Garcia, G.E., & Pearson, P.D. (1996). The reading strategies of bilingual; Latina/o students
who are successful English readers: Opportunities and obstacles. Reading Research Quarterly,
31, 90-112.
Kintsch, W. (1998). Comprehension: A paradigm for cognition. NY: Cambridge University Press.
Klare, G.R. (1984). Readability. In P. D. Pearson (Ed.), Handbook of Reading Research (Vol. 1, pp. 681-744).
New York: Longman.
Lee, O., & Luykx, A. (2005). Dilemmas in scaling up innovations in science instruction with
nonmainstream elementary students. American Educational Research Journal, 42(5), 411–438.
Lennon, C. & Burdick, H. (2004). The lexile framework as an approach for reading measurement and
success. MetaMetrics.
Leslie, L., & Caldwell, J. (2000). Qualitative Reading Inventory-III. New York: Longman.
McNamara, D. S. (2001). Reading both high-coherence and low coherence texts: Effects of text
sequence and prior knowledge. Canadian Journal of Experimental Psychology, 55, 51-62.
McNamara, D.S., Kintsch, E., Songer, N.B., & Kintsch, W. (1996). Are good texts always better? Text
coherence, background knowledge, and levels of understanding in learning from text.
Cognition & Instruction, 14, 1-43.
Nagy, W.E., & Scott, J.A.(2000).Vocabulary processes. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R.
Barr (Eds.), Handbook of Reading Research (Vol. III, pp. 269–284). Mahwah, NJ: LEA.
Nation, K., & Snowling, M.J. (2000). Factors influencing syntactic awareness skills in normal readers and
poor comprehenders. Applied Psycholinguistics, 21, 229–241
National Institute of Child Health and Human Development (NICHD) (2000). Report of the National
Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No.
00-4769). Washington, DC: U.S. Government Printing Office.
National Research Council. (2001). Classroom assessment and national science education standards.
Washington D.C.: National Academy Press.
Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy.
Science Education, 87(2), 224-240.
Ozuru, Y., Dempsey, K., Sayroo J., & McNamara, D.S. (2005). Effect of text cohesion on comprehension
of biology texts. Psychology Department, University of Memphis.
Palincsar, A. S. & Magnusson, S. J. (2001). The interplay of first-hand and text-based investigations to
model and support the development of scientific knowledge and reasoning. In S. Carver & D.
Klahr (Eds.), Cognition and instruction: 25 years of progress (pp.151-194). Mahwah, NJ: Lawrence
Erlbaum.
Pearson, P.D. (2009). The roots of reading comprehension. In S.E. Israel & G.G.
Duffy (Eds.), Handbook of research on reading comprehension (pp. 3–31). New York:
Routledge.
Pearson, P.D., & Camperell, K. (1981). Comprehension of text structures. In J.T. Guthrie (Ed.),
Comprehension and teaching: Research reviews (pp. 448-468). Newark, DE: International
Reading Association.
Proctor, C.P., August, D., Carlo, M., & Snow, C. (2005). Native Spanish-speaking children reading in
English: Toward a model of comprehension. Journal of Educational Psychology, 97(2), 246-
256.
Qian, D.D. (2002) investigating the relationship between vocabulary knowledge and academic reading
performance: an assessment perspective. Language Learning, 52, 513-536.
RAND Reading Study Group. (2002). Reading for understanding: Towards an R&D program in reading
comprehension.
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical Linear Models. Thousand Oaks, CA: Sage
Publications.
Rawson, K.A. (2004). Exploring automaticity in text processing: syntactic ambiguity as a test case.
Cognitive Psychology, 49(4), 333-69.
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, 545-554.
Romance, N.R., & Vitale, M.R. (2006). Science IDEAS: Making the case for integrating reading and
writing in elementary science as a key element in school reform. In R. Douglas,M. P. Klentschy,
K. Worth and W. Binder (Eds.), Linking science and literacy in the K–8 classroom (pp. 391-405).
Arlington, VA: National Science Teachers Association (NSTA) Press.
Rutherford, J.F. (1991). Vital connections: Children, books, and science. In S.Jagusch & W. Saul (Ed.),
Vital connections (pp. 21-30). Portsmouth, NH: Heinemann.
Schleppegrell, M.J. (2004). The language of schooling: A functional linguistics perspective. Mahwah, NJ:
LEA.
Shaw, J. M. (1997). Threats to the validity of science performance assessments for English language
learners. Journal of Research in Science Teaching, 34(7), 721-743.
Shymansky, J.A., Yore, L.D., & Good, R. (1991). Elementary school teacher’s beliefs about and
perceptions of elementary school science, science reading, science textbooks, and supportive
instructional factors. Journal of Research in Science Teaching, 28(5), 437-454.
Smagorinsky, P. (2001). If meaning is constructed, what is it made from? Toward a cultural theory of
reading. Review of Educational Research, 71(1), 133-169.
Snow, C.E. (2010). Academic language and the challenge of reading for learning about science.
Science, 328, 450-452.
Snow, C. E., & Sweet, A.P. (2003) Reading for Comprehension. In A. P. Sweet & C. E. Snow (Eds.),
Rethinking reading comprehension (1-11). New York: Guilford Press.
Snowling, M., & Nation, K. (1997). Language, phonology and learning to read. In C. Hulme & M.
Snowling (Eds.). Dyslexia: Biology, cognition and intervention. San Diego, CA: Singular
Publishing Group.
Stahl, S.A. (1999). Vocabulary development. Cambridge, MA: Brookline.
Stanovich, K. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New
York: Guilford.
U.S. Census Bureau, (2000). http://www.census.gov/main/www/citation.html.
Vellutino, F.R. (2003). Individual differences as sources of variability in reading comprehension in
elementary school children. In A.P. Sweet & C.E. Snow(Eds.), Rethinking reading
comprehension (pp. 51-81). NY: Guilford Press.
Willows, D. M., & Ryan E. B. (1986). The development of grammatical sensitivity and its relationship to
early reading achievement. Reading Research Quarterly, 21, 253–266.
Wilson, D, & Sperber, D. (1987). An outline of relevance theory. Notes on Linguistics, 39, 5-24.
Zeno, S.M., Ivens, S.H., Millard, R.T., & Duvvuri, R. (1995). The Educator’s Word Frequency Guide. Brewster:
Touchstone Applied Science Associates, Inc.