This article was downloaded by: [University of Nebraska, Lincoln]On: 17 October 2014, At: 14:09Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: MortimerHouse, 37-41 Mortimer Street, London W1T 3JH, UK

Childhood EducationPublication details, including instructions for authors and subscription information:http://www.tandfonline.com/loi/uced20

Linking Reading, Science, and Fiction BooksCharlene E. Fleener a & Katherine T. Bucher aa Department of Curriculum and Instruction , Old Dominion University , Norfolk ,Virginia , USAPublished online: 04 Sep 2012.

To cite this article: Charlene E. Fleener & Katherine T. Bucher (2003) Linking Reading, Science, and Fiction Books,Childhood Education, 80:2, 76-83, DOI: 10.1080/00094056.2004.10521261

To link to this article: http://dx.doi.org/10.1080/00094056.2004.10521261

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”)contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensorsmake no representations or warranties whatsoever as to the accuracy, completeness, or suitabilityfor any purpose of the Content. Any opinions and views expressed in this publication are the opinionsand views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy ofthe Content should not be relied upon and should be independently verified with primary sources ofinformation. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands,costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly orindirectly in connection with, in relation to or arising out of the use of the Content.

This article may be used for research, teaching, and private study purposes. Any substantial orsystematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution inany form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions

Linking Reading,

Science, and Fiction Books

C hildren’s literature holds a distinct place in elementary class- rooms as a tool for instruction (Galda & Cullinan, 2002). In fact, literature may be used in all curriculum areas to nurture children’s desire to know and learn (Johnson & Giorgis, 2001). Many high-quality books are published each year and are eagerly welcomed by educators who are searching for logical and attainable ways to address national and state standards as well as their individual school’s curriculum, and to provide instruction that is sensitive to their students‘ various learning styles and abilities.

While formalized expectations for excellence and the curriculum appear to expand annually, the number of hours in the school day remains inflexible. Thus, teachers must make the best use of that time. One way of dealing with this dilemma is through content integration. In this way, educators may focus on reading across the curriculum and may explore ways to use quality children’s literature to supplement traditional textbooks.

With an integrated language arts /reading program, reading and writing can be used as authentic activities and can be incorporated into content areas such as science. In the elementary science classroom, students can use literature to verify predictions, confront and correct their misconceptions about science (Miller, Steiner, & Larson, 1996), and make inferences. Going beyond memorization and acquisition of factual information, today’s science curriculum includes a heavy emphasis upon understanding and applying scientific processes. These higher level thinking practices are similar to those used by elementary teachers when they use good literature for reading instruction (Staton & McCarthy, 1994).

To understand how this literature/ science integration can work, educators need to examine the connection between children’s literature and reading, explore the research-based rationale for using this literature to teach science, identify strategies for using fiction with science, identify ways to evaluate and select children’s literature for science, and stay informed about books to use with science instruction, as well as resources to consult for science/literature teaching ideas. Throughout this article, the term trade book is used to distinguish children’s literature from textbooks.

What Is the Connection Between Children’s Literature and Reading? To make the most of children’s literature, children must be able to not only read the words, but also understand the concepts, feelings, and emotions

With an integrated

language arts/

reading program,

reading and writ ing

can be used as

authentic activit ies

and can be

incorporated

into content areas

such as science.

76 4 CHILDHOOD EDUCATION

Dow

nloa

ded

by [

Uni

vers

ity o

f N

ebra

ska,

Lin

coln

] at

14:

09 1

7 O

ctob

er 2

014

presented in the text and relate them to their own emotions and experiences, their developmental levels, and their literary preferences (Goforth, 1998). Thus, children must be able to understand what they read- emotionally, psychologically, and intellectually.

Commonly associated with fictional literature or well- told stories, the aesthetic stance (Rosenblatt, 1978)-or reading for feelings, emotions, or experiences-is no less important to learning through reading than is an information gathering, or an efferent, stance. “In the ‘story genres’ such as fantasy, mystery, historical fic- tion, and realistic fiction, there are the common ele- ments with which children are familiar, as they have been’marinated’ in the story form at least since the start of school” (Tower, 2000, p. 550). Thus, literature writ- ten in narrative style provides familiarity for linking personal experiences and feelings with factual infor- mation and new concepts found in exposition.

Why Should Teachers Use Children’s Fic- tional Literature in the Science Classroom? Tribble and Tribble (1995) maintain that educators can capitalize on the preferences of younger children (ages 4-8) to learn science through stories rather than through factual accounts. The element of story may provide experiential connections and relevance, with the addi- tional benefits of including a familiar framework and the natural language form associated with narratives (Jan, 1993). Thus, a strong case can be made for the use of children’s fiction books, or the story genres, in the science classroom.

In addition, as the emphasis on integrated language arts and reading across the curriculum has grown, educators have realized the need to develop lessons that illustrate that the major disciplines share many concepts, strategies, and skills that are truly linked. This realization should, in turn, increase the relevancy of learning experiences for students (Jacobs, 1989).

While fiction books often are used in the language arts curriculum to develop social decision-making skills or higher level thinking skills, the same process can be applied in science to achieve curricular goals. As Wood, Flood, and Lapp (1994) point out, literature ”provides for a richer, more meaningful understand- ing of subject matter, and it provides a relevant way to introduce students to the pleasures and rewards of reading” (p. 67). Reading, like most skills, improves with practice, and so it should not be limited to lan- guage arts, English, or reading classes.

In the science classroom, children’s books can build upon a number of science concepts. They can help students develop the skills of observing, predicting, and hypothesizing by introducing the scientific method, transmitting scientific knowledge, and providing an opportunity for students to ”experience the excitement

of discovery” (Royce & Wiley, 1996, p. 18). In addition, they “can help explain abstract science principles and confusing textbook explanations, develop thinking skills, and enhance student self-esteem and social skills” (Kralina, 1993, p. 33).

Royce and Wiley (1996) stress that science teachers need to focus on both efferent and aesthetic reading. By recognizing the emotional as well as content aspects in learning, teachers recognize that the inquiry, explora- tion, and ”how” of science is as necessary to science instruction as is the acquisition of facts and knowledge. Donovan and Smolkin (2001) refer to the ”how” of science as the Nature of Science (NOS), a matter of concern and emphasis to science educators. They fur- ther cite research by McComas that showed more than half of the American public has little or no understand- ing of how science really works. This lack of under- standing is partly attributed to the fact that teaching and textbooks have been almost entirely dedicated to factual information recall.

Several researchers have documented the benefits of a science/literature combination. In a study of litera- ture use in 3rd-grade science instruction, Morrow, Pressley, Smith, and Smith (1997) found that students exposed to an integrated science / literature approach “scored significantly higher statistically on all literacy measures” and had ”higher scores on two of the three science measures’’ (p. 72). These researchers also found that students in the literature/ science classroom read more science trade books on their own and that a majority of these students said they liked science. These findings were in direct contrast to the students in both the control and the literature-only groups, who found science boring.

In a science program designed for youth considered to be at risk, Baird and Dixey (1997) found that children’s books could put students of different ability levels on an equal level. Using the picture book Animnlia (Base, 1996) as a source of science information for a middle- level summer science program, Baird and Dixey em- ployed the Teach-Practice-Apply (TPA) method in cooperative learning activities. It was apparent to the researchers that the reading strategies of making pre- dictions, using prior knowledge, organizing ideas, and discovering connections were transferable to science.

Testing a program called WEE (Wondering, Explor- ing, and Explaining) Science, Anderson, West, Beck, MacDonell, and Frisbie (1997) explored ways to elimi- nate persistent problems, because “neither ’canned activities’ nor textbook presentations of science con- cepts, ideas, facts and data necessarily ’connect’ to the students’ world (p. 731). In the study, 5th-grade students selected science trade books to read and then engaged in “minds-on” science activities. The research- ers were impressed with the results, including “the

W I N T E R ~ O O ~ I O ~ + 77

Dow

nloa

ded

by [

Uni

vers

ity o

f N

ebra

ska,

Lin

coln

] at

14:

09 1

7 O

ctob

er 2

014

excitement that students showed in choosing and read- ing their trade books” and the ”amount and type of science ideas that students reported learning” (p. 731).

While many researchers have pointed out the ben- efits of using children’s literature in the science class- room, other educators express concern about the use of anthropomorphic tales in the science classroom (Lutts, 1990). Although the ”nature faker” controversy (which concerns the imposition of human values and control on animals and the portrayal of animals as readers would like them to be, not as they really are) began many years ago, it is still a major concern. One need lookno further to find examples than the anthropomor- phism found in many Walt Disney films and associated trade books.

However, not all anthropomorphism is bad (Myers, 1995; Raymo, 1992; Tribble & Tribble, 1995). Myers (1995) points out that children’s books that give human attributes to nature and/or animals are popular with children and are an excellent way for them to gain further understanding of science. “Books help children gain knowledge, poetry, and meaning. And they need only go outside to hear the animals speak for them- selves” (Myers, 1995, p. 560). As long as the story portrays plants and animals accurately (Tribble & Tribble, 1995) and presents information in a manner that stimulates the curiosity of the reader (Raymo, 1992), anthropomorphic tales are fine. There is nothing wrong with stories that, for literary purposes, turn animals into human surrogates, because the ultimate value of these books lies in helping children under- stand science and nature (Myers, 1995).

How Should Teachers Use Fiction Books in the Science Classroom? Teachers can use fiction books alone or pair them with appropriate nonfiction selections to introduce, develop, and extend science concepts. Although reading across

Before Reading Agree Disagree

the curriculum or content area strategies most often are associated with nonfiction materials and secondary schools, they also are appropriate for elementary con- tent learning and for use with fictional materials. An instructional framework that uses before-, during-, and after-reading strategies provides a structure that teach- ers can follow to develop unit and lesson plans and to meet both science and reading/language arts objec- tives. One such framework is PAR (Preparation, Assis- tance, and Reflection), proposed by Richardson and Morgan (2003). Although strategies for each stage are usually designed and designated for nonfiction mate- rials, many strategies work for fiction as well and can provide a needed bridge between the two.

During the first stage of the PAR framework, the preparation stage, teachers employ strategies to help students uncover their own prior and existing knowl- edge on a given topic, as well as to pique students‘ interest and set purposes for the reading. For example, anticipation or reaction guides (Herber, 1978) help students engage in pre-reading as well as post-reading interactions with the text. The teacher prepares a set of statements to which students must agree / disagree or determine to be true/false prior to and following the reading. The students are allowed space to make two separate responses (see Figure 1). Besides provoking topic-related thought and questions, anticipation guides help readers establish a purpose as they read the pas- sage. Thus, these guides can help readers make connec- tions between a fictional narrative and related scientific concepts. In particular, they offer opportunities for calling into question any scientific misconceptions that students may have. Teachers can construct some state- ments on the guide that promote critical thinking by asking students to make inferences and draw conclu- sions, based upon information found in the text.

Four Square (Lenski, Wham, &Johns, 1999) is a pre- reading vocabulary strategy that not only helps teach-

Statements After Reading Agree Disagree

1. Spider webs are made of silk. 2. Spiders live in weeds and grasses around other insects, so they are insects, too. 3. Spiders eat meat. 4. Spider webs are used for catching food for the spider. 5. The woman in this story likes spiders.

~

6. The spider in this story lives for many years. I

Figure 1

78 + CHILDHOOD EDUCATION

Dow

nloa

ded

by [

Uni

vers

ity o

f N

ebra

ska,

Lin

coln

] at

14:

09 1

7 O

ctob

er 2

014

ers determine how much students may know about a topic, but also gives students a chance to make a,per- sonal connection to that vocabulary. That personal connection assists in retention and understanding. Students may be given a handout divided into four squares, or they can make their own by folding a piece of paper in half and then in half once again. In the top left square, the student writes the word that is being studied. The top right square provides space for the student to write a personal connection to that word. After writing a brief definitionin thebottomleft square, the student writes a word with the opposite meaning in the bottom right square (see Figure 2).

Before students work on this activity independently, the teacher should carefully model or demonstrate the strategy, using the board, overhead, or a computer. First, the teacher asks a volunteer to pronounce the word. Then, all of the students think about a word or phrase association that the target word brings to mind for them. (Pictures will help younger children and visual learners.) Next, students offer a definition for the word and the teacher records a collaboratively created definition in the definition square. Finally, students think of a word (or words) that could be considered to have a meaning opposite of the targeted word, and they place the word in the opposites square. Following the demonstration, students can work independently or in small groups to complete similar Four Square graphics for words from the book that are important to the science content. When the students are finished, the teacher can discuss each word and provide clarifica- tion, if needed. This practice helps focus and prepare students for the next stage of PAR, the ”during” or “assistance” stage.

Definition

larva

Four Square for It’s an Ant’s Life by Steve Parker

Opposite

adult

Word

grub

Personal Association

white, fat, wiggly worm

Figure 2

Teachers can use other strategies in the assistance stage to help students with vocabulary and compre- hension during the reading. Students’ comprehension and understanding may be enhanced when they are actively participating in thinking and making sense of the text, instead of passively reading through a selec- tion. This can be done very simply through the use of sticky notes (such as Post-it notes). Often, the reading material is not the personal property of the student, so he or she may not write in the text. By using sticky notes, students can make comments, jot down ques- tions, or affirm their understanding during the reading. A teacher can distribute four or five sticky notes to each student prior to the reading and encourage students to be selective, thoughtful, and purposeful as they write and place their notes in the text. Again, teachers need to explicitly model the use of the notes before expecting students to use them independently.

Another assistance strategy is the graphic organizer (see Figure 3). A teacher may give students a partially completed organizer that appropriately reflects the organization of the text. As they read, the students can fill in the missing components. This strategy provides a way for students to attend and respond to the text as they are reading and, when completed, visually dem- onstrates the organization of the text, using key points of information. To help students begin to see differ- ences in the ways fiction and nonfiction texts are struc- tured, a teacher can pair a narrative like Twister on Tuesday (Osborne, 2001) with Do Tornadoes Really Twist? (Berger & Berger, 2000), a non-narrative informational text, and use a graphic organizer to explore the differ- ences and similarities. Graphic organizers lend the element of visual representation, which may assist students in remembering and understanding differ- ences as well as the structure and important details in the content.

Finally, in the reflection stage, teachers use strategies to help students make connections and applications beyond the text, and thus broaden and extend under- standing. Writing strategies are very appropriate for the reflection stage of PAR because writing allows students to think on paper in a variety of formats. One creative strategy, RAFT (Buehl, 2001; Johns & Berglund, 2002), lets students choose roles from which to write, and suggests a proposed audience, a format to use, and a topic. The Disappearing Island (Demas, 2000), with its strikingly gentle yet realistic illustrations, provides a pensive venue from which the reader can imagine what life might have been like on a once-inhabited island. The book introduces several relics and forms of plant and animal life as Carrie and her Grandma explore the island. These subjects provide an excellent beginning point for RAFT. Students might choose to take on animate or inanimate roles such as that of Carrie,

WINTER 2003104 + 79

Dow

nloa

ded

by [

Uni

vers

ity o

f N

ebra

ska,

Lin

coln

] at

14:

09 1

7 O

ctob

er 2

014

Graphic Organizer for It’s an Ant’s Life b y Steve Parker

Role

Carrier

Grandma

Foragers

Audience

4th-grade classmates Historical society

Figure 3

Cormorant

Grandma, a cormorant, a whelk, or even a lighthouse. An appropriate piece of writing then could be created to address a particular audience, format, and topic (see Figure 4). Such a task requires students to not only understand the scientific concepts involved but also consider connections and perspectives beyond the page.

Confirming K-W-L, which is a new adaptation of K- W-L (Know, Want to Know, Learned) created by MaryBeth Sampson (2002), offers interesting opportu- nities for each stage of PAR. The first column of the Confirming K-W-L chart is for recording what students think they know, rather than what they know. Some- times what we h o w may not be accurate. Following the first column are two new columns-one column for recording confirmation of the facts, and yet another column for recording the source of information. The W column remains the area for brainstorming and record- ing questions that students would like to see answered

General public

ing and literacy learning. As a result, students should learn to make and confirm predictions as well as make inferences based upon findings. Common reading strategies that have direct connections to steps of the scientific method include hypothesizing, testing, col- lecting and analyzing data, and reviewing the findings. By helping students understand those connections, teachers may help them recognize generally good learn- ing practices used by effective learners.

How Should Teachers Select Literature To Use With Science? With over 5,000 new children’s trade books published each year, educators need to carefully select the books to be used with the science curriculum. Although many excellent books exist, others may not be appropriate for children and do not belong in the science curriculum. Thankfully, educators can use a variety of resources to

inthe text. Finally, the L column is I RAFT for The Disappearing Island b y Corinne Demas for information learned, and it is again followed by a source column. The final source column might even be followed by a U column for re- cording how the information may be used. The Confirming K-W-L may really help students consider what they think they h o w , come to terms with misconceptions, and make better connections and accu- rate applications.

By using these and similar strate- gies, by providing explicit explana- tions, and by modeling the appropriate use of these strategies, teachers can help students see clear connections between science learn-

Whelk Tourists

Format I Topic

Artifact Story behind island relics

Poem I Life on a vanishing island

Figure 4

80 + CHILDHOOD EDUCATION

Dow

nloa

ded

by [

Uni

vers

ity o

f N

ebra

ska,

Lin

coln

] at

14:

09 1

7 O

ctob

er 2

014

help them identify good science trade books. Each year, for example, the National Science Teach-

ers Association (NSTA) and the Children’s Book Coun- cil collaborate to issue a list of the ”Outstanding Science Trade Books for Children.” Chosen by scientists, sci- ence educators, and librarians, this list of books for students in grades kindergarten to 8 represents the best in both content and method of presentation. In

addition to appearing each year in the March issue of Science and Children, the list is available on the NSTA Web site at www.nsta.org.

Several professional journals also extensively re- view children’s books, and others often include ar- ticles on trade books in the science classroom. An example of the latter type is Science and Children, published by NSTA. Book Links, published by the

Life Science: K-4 F / Plants

Bruce, L. (2000). Fran‘sflower. New York HarperCollins.

Cole, H. (1995). lack’s garden. Fairfield, NJ: Greenwillow.

Cole, H. (1998). I took a walk. Fairfield, NJ: Greenwillow.

Delaney, A. (1997). Pearl‘s first prize plant. New York HarperCollins.

Hines, A. G. (1997). Miss Einina’s wildgarden. Fairfield, NJ: Greenwillow.

Pattou, E. (2001). Mrs. Spitzer‘sgarden. New York: Harcourt.

Rockwell, A. (1998). One bean. New York Walker.

Shetterly, S. H. (1999). Shelterwood. Gardiner, ME: Tilbury House.

Zalben, J. B. (1995). Pearl pZarzts a tree. New York Simon & Schuster Books for Young Readers.

Animals Dewey, J. 0. (2002). Once 1 knew a spider.

New York: Walker Cooper, K. (1995). Too nzany rabbits 6 other

fingerplays. New York Scholastic. Cutler, J. (1996). Mu. Carey‘s garden. New

York Houghton Mifflin. George, L. (1999). Arozrrzd the world: Who’s

been here? New York HarperCollins. Horowitz, R. (2000). Crab moon. Cambridge,

MA: Candlewick Press. Parker, S. (1999). It’s an ant’s life. Pleasantville,

NY: Reader’s Digest Children’s Books. Rockwell, A. (1999). Bunzblebee, bumblebee, do

you know me? New York Harper. Rockwell, A. (2002). Becoming butterflies.

New York Walker. Rosenberry, V. (2001). Who is in the garden?

New York: Holiday House.

Environment Arnosky, J. (1998). Crinkleroot’s visit to Crinkle Cove. New York Simon &

Atkins, J. (2000). Aani 6 the tree huggers. New York: Lee & Low Books. Demas, C. (2000). The disappearing island. New York Simon & Schuster. Fleming, D. (1996). Wzere once there zuas a wood. New York Henry Holt and

Fleming, D. (1998). In the sinall pond. New York Henry Holt. Robinson,T. (2000). Tobias, thequigand the runzpleizut tree. New York Winslow

Sanders, S. R. (1999). Crawdad creek. Washington, DC: National Geographic

Schnur, S. (2000). Spring thazo. New York Penguin Putnam Books for Young

Wright-Frierson, V. (1998). An islandscrapbook: Dawn to duskon a barrier island.

Schuster.

Company. ,

Press.

Society.

Readers.

New York Simon & Schuster.

Figure 5: Examples offiction books to correlate with life science topics.

W 1 ~ ~ ~ ~ 2 0 0 3 / 0 4 + 81

Dow

nloa

ded

by [

Uni

vers

ity o

f N

ebra

ska,

Lin

coln

] at

14:

09 1

7 O

ctob

er 2

014

American Library Association, is devoted to infor- mation on children’s books, authors /illustrators, and curriculum connections, with most issues con- taining at least one article on books for the science classroom. Reviews from a variety of sources can be found in a commercial database such as Books in Print With Reviews, or at such online bookstores as Amazon (www.amazon.com) or Barnes and Noble (www.barnesandnoble.com). The concept / title map in Figure 5 shows a few of the recommended fiction titles found from these sources that could be used to teach the National Science Content Strand IV: Life Science.

In addition to using awards, ”best books” lists, and journal reviews to make preliminary selections, educa- tors need to read and review the materials that they plan to use in their classrooms. When evaluating fiction books for the science classroom, teachers should keep the following principles in mind:

The science concepts in the text should be recogniz-

The book should promote a positive attitude toward

The text should encourage scientific thinking and

The details should keep the reader’s interest The illustrations should be accurate and detailed The book should avoid oversimplifying scientific content and avoid presenting inaccurate information The difference between fact, opinion, theory, and fiction should be apparent Action devices such as pop-ups, slide-outs, and pull- outs can be very effective, but can shorten the class- room life of any book If fictionalized anthropomorphic stories are used, they should be as realistic as possible and present a non-romanticized look at science The book should encourage students to think, posing questions and including activities that require recall, analysis, and synthesis (many mystery stories con- tain these elements).

able and valid

science

stimulate the reader’s curiosity

Additional guidelines for selecting science trade books CanbefoundinMayer‘s (1995)checklistandtheNSTA’s annual information on outstanding science trade books.

The school’s library media specialist (SLMS) is an invaluable resource to consult when selecting trade books for classroom use. An SLMS is trained in book selection and is knowledgeable about recent children’s literature, and is often willing to do book talks for students and to suggest resources for lesson planning. If an educator has identified trade books to use in the curriculum, most specialists will be glad to order the titles for the school library collection.

Many excellent professional resources include ideas for incorporating literature into the science curricu- lum. These include articles such as:

“Searching the Heavens With Children’s Literature:

0 ”Making the Connection! Science & Literacy”

”Rejuvenate Math and Science-Revisit Children’s

“Children’s Literature and Environmental Issues”

”This Science Is Sound” (Wheatley & Wheatley, 1996) “A Read-aloud for Science Classrooms” (Richardson, 1994) “Nature, Literature and Young Children” (Kupetz & Twiest, 2000) ”From the Rainbow Crow to Polar Bears: Introduc- ing Science Concepts Through Children’s Literature” (Burns, 1997).

A Design for Teaching Science” (Kaser, 2001)

(Barclay, Benelli, & Schoon, 1999)

Literature” (Benson & Downings, 1999)

(Monhardt & Monhardt, 2000)

In addition, several authors, such as Butzow and Butzow (1994, 1998, 2000), Cerullo (1997), Fredericks (2001), Gertz, Portman, and Sarquis (1996), Glandon (2000), Lake (1993), Letwinch (1999), and Perry (1997), have published resource books of teaching ideas. Con- tained in these and other professional resources are a wide range of ideas for integrating trade books into a variety of science units.

Conclusion Children’s literature can be an excellent resource for science teachers. With the careful selection of children’s literature and the thoughtful planning of instruction to integrate that literature into the science curriculum, educators can provide students with meaningful, inter- esting, integrated learning experiences that yield a deeper understanding of scientific concepts and prin- ciples than can be gained from the use of textbooks alone. In addition, educators canuse fiction books with a PAR (Preparation, Assistance, and Reflection) read- ing framework to help students make connections be- tween the fiction tradebooks and the discipline of science, while they also sharpen and enhance their reading skills. With a knowledge of the professional resources available to assist them, educators should be able to select quality literature that will meet their instructional goals.

References Anderson, T. J., West, C. K., Beck, D. P., MacDonell, E. S., &

Frisbie, D. S. (1997). Integrating reading and science education: On developing and evaluating WEE science. Jozrrnal of Currbilur~z Studies, 29(6), 711-733.

Baird, K. A., & Dixey, B. P. (1997). Science and Arziiunlin: The ABCs of observation. Scierzce Scope, 21(2), 14-16.

82 0 CHILDHOOD EDUCATION

Dow

nloa

ded

by [

Uni

vers

ity o

f N

ebra

ska,

Lin

coln

] at

14:

09 1

7 O

ctob

er 2

014

Barclay, K., Benelli, C., &Schoon, S. (1999). Making the connec- tion! Science and literacy. Childhood Education, 75,146-152.

Base, G. (1996). Animalia. New York Penguin Putnam. Benson, T. R., &Downing, J. E. (1999). Rejuvenate math and

science-revisit children’s literature. Dimensions of Early Childhood, 27(2), 9-15.

Berger, M., & Berger, G. (2000). Do tornadoes really twist? New York Scholastic.

Buehl, D. (2001). Classroom strategies for interactive learning (2nd ed.). Newark, D E International Reading Association.

Burns, J. E. (1997). From the rainbow crow to polar bears: Introducing science concepts through children’s litera- ture. Science Scope, 21(2), 14-16.

Butzow, C. M., & Butzow, J. W. (1994). Intermediate science through children’s literatwe: Over land andsea. Englewood, CO: Teacher Ideas Press.

Butzow, C. M., & Butzow, J. W. (1998). More science through children’s literature: An integrated approach. Englewood, CO: Teacher Ideas Press.

Butzow, C. M., & Butzow, J. W. (2000). Science through children’s literature: A n integrated approach. Englewood, CO: Teacher Ideas Press.

Cerullo, M. M. (1997). Reading the environment: Children’s literature in the science classroom. Portsmouth, NH: Heinemann.

Demas, C. (2000). The disappearing island. New York Simon & Schuster Books for Young Readers.

Dewey, J. 0. (2002). Once I knew a spider. New York Walker & Company.

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.

Fredericks, A. D. (2001). Investigating natural disasters through children‘s literature. Englewood, CO: LibrariesUnlimited.

Galda, L., & Cullinan, B. E. (2002). Cullinan and Galda’s literatureand the child (5th ed.). Belmont, CA: Wadsworth.

Gertz, S. E., Portman, W. J., & Sarquis, M. (1996). Teaching physical science through children‘s literature. New York Learning Triangle Press.

Glandon, S. (2000). Caldecott connections to science. Englewood, CO: Libraries Unlimited.

Goforth, F. S. (1998). Literatureand the learner. Belmont, CA: Wadsworth.

Herber, H. L. (1978). Teaching reading in content areas (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Jacobs, J. J. (Ed.). (1989). Interdisciplinary curriculum: Design and implementation. Alexandria, VA: Association for Supervision and Curriculum Development.

Jan, L. W. (1993). Ways of writing science. In J. Scott (Ed.), Science and language links: Classroom implications (pp. 39- 50). Portsmouth, NH: Heinemann.

Johns, J.L.,&Berglund,R.L. (2002). Strategiesforcontent area learning. Dubuque, IA: Kendall/Hunt.

Johnson, N. J., & Giorgis, C. (2001). Interacting with the curriculum. The Reading Teacher, 55(2), 204-212.

Kaser, S. (2001). Searching the heavens with children’s literature: A design for teaching science. Language Arts,

Kralina, L. (1993). Tricks of the trade: Supplementing your

Kupetz, B. N., & Twiest, M. M. (2000). Nature, literature and

78(4), 348-56.

science texts. The Science Teacher, 60(9), 33-37.

young children. Young Children, 55(1), 59-63. Lake, J. (1993). Imagine: A literature-based approach to science.

Bothell, WA: Wright Group. Lenski, S. D., Wham, M. A., &Johns, J. L. (1999). Reading 6

learningstrategiesfor rniddle&highschool students. Dubuque, IA: Kendall/Hunt.

Letwinch, J. C. (1999). Soaring through the universe: As- tronomy through children’s literature. Englewood, CO: Teacher Ideas Press.

Lutts, R. H. (1990). The nature fakers: Wildlife science and sentiment. New York Fulcrum.

Mayer, D. A. (1995). How can we best use children’s literature in teaching science concepts? Science and Chil- dren, 32(6), 16-19.

Miller, K., Steiner, S. F., & Larson, C. D. (1996). Strategies for science learning. Science and Children, 33(6), 24-27.

Monhardt, R., & Monhardt, L. (2000). Children’s literature and environmental issues. Reading Horizons, 40(3), 175- 184.

Morrow, L. M., Pressley, M., Smith, J. K., &Smith, M. (1997). The effect of a literature-based program integrated into literacy and science instruction with children from di- verse backgrounds. Reading Research Quarterly, 32(1), 54- 75.

Myers, C. (1995). Speaking for the animals. American Scientist, 83(6), 558-540.

Osborne, M. P. (2001). Twister on Tuesday. New York Scholastic.

Parker, S. (1999). It’s an ant’s life. Pleasantville, NY: Reader’s Digest Children’s Books.

Perry, P. J. (1997). Exploring the world of animals: Linking fiction to nonfiction. Englewood, CO: Teacher Ideas Press.

Raymo, C. (1992). Dr. Seuss or Dr. Einstein: Children’s books and scientific imagination. TheHorn BookMagazine,

Richardson, J. (1994). A read-aloud for science classrooms. Journal of Reading, 38(1), 62-63.

Richardson, J. S., &Morgan, R. F. (2003). Reading to learn in the content areas. Belmont, CA: Wadsworth/Thomson Learning.

Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale, I L Southern Illinois University Press.

Royce, C. A., & Wiley, D. A. (1996). Children‘s literatureand the teaching of science: Possibilities and cautions. The Clearing House, 70(1), 18-20.

Sampson, M. B. (2002). Confirming a K-W-L: Considering the source. The Reading Teacher, 55, 528-532.

Staton, H. N., & McCarthy, T. (1994). Science and stories: Integrating science and literature. Glenview, IL: GoodYear Books.

Tower, C. (2000). Questions that matter: Preparing elemen- tary students for the inquiry process. The Reading Teacher,

Tribble, J., & Tribble, G. (1995). Providing context; educa- tion by way of a story. American Scientist, 83(6), 560-561.

Wheatley, J., & Wheatley, B. (1996). This science is sound. Science and Children, 33(6), 29-31.

Wood, K. D., Flood, J., &Lapp, D. (1994). Linking the disciplines through literature. Middle School

68(5), 560-567.

53(7), 550-557.

Journal, 26(2), 65-67. . E i \+.a

W 1 ~ ~ ~ ~ 2 0 0 3 / 0 4 + 83

Dow

nloa

ded

by [

Uni

vers

ity o

f N

ebra

ska,

Lin

coln

] at

14:

09 1

7 O

ctob

er 2

014