Examining the literacy component of science literacy: 25 years of language arts and science research

By L. Yore, G. Bisanz, Brian Hand. 2003

593 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1653d844c6bc59b26ebcef6f01de7bb96118522a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Reading Achievement and Science Proficiency: International Comparisons From the Programme on International Student Assessment (2009, background): “—is a central activity in science ( Norris & Phillips, 2003 ; Yore, Bisanz, & Hand, 2003 ), so reading comprehension should be strongly related to science proficiency.”
Writing for Learning in Science: A Secondary Analysis of Six Studies (2007, background): “However, broad reviews over the last 13 years of research in this field have also identified various concerns (Galbraith & Torrance, 1999; Holliday, Yore & Alvermann, 1994; Klein, 1999; Rivard, 1994; Yore, Bisanz & Hand, 2003 ).”
Written Discourse in Scientific Communities: A conversation with two scientists about their views of science, use of language, role of writing in doing science, and compatibility between their epistemic views and language (2006, background): “Printed language is essential in that it documents the detailed associations among evidence, warrants, and claims; makes utterances permanent; allows scientists to share ideas and complement each other’s work and to take time to reflect on their thoughts, mental images, claims, and explanations; and”
Inference generation, story comprehension, and language skills in the preschool years (2013, background): “Specifically, children who are not able to comprehend text will not only have difficulty accessing information presented within literary domains, but also in other important subjects as well, such as math and science (Yore, 2003).”
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016, unknown): “…research on the literacy practices of science (e.g., Cervetti & Barber, 2008; Cervetti, Barber, Dorph, Pearson, & Goldschmidt, 2012; Goldman & Bisanz, 2002; Norris & Phillips, 2003; Pearson et al., 2010; Phillips & Norris, 2009; von Aufschnaiter, Erduran, Osborne & Simon, 2008; Yore et al., 2003).”
Writing‐to‐learn Strategies in Secondary School Cell Biology: A mixed method study (2006, background): “Breakthroughs, barriers, and promises from the writing‐to‐learn movement and writing for learning in science have been extensively reviewed elsewhere (Ackerman, 1993 ; Holliday et al, 1994 ; Yore, Bisanz, & Hand, 2003 ).”
Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text (2011, background): “The decline of text as the cornerstone of science instruction can arguably be traced to the increased emphasis since the early 1980s on the inquiry-based learning approach to teaching and learning science (Yore et al., 2003).”
High School Students’ Informal Reasoning Regarding a Socio‐scientific Issue, with Relation to Scientific Epistemological Beliefs and Cognitive Structures (2011, background): “For a long time, learners’ conceptual understanding and their proper epistemological views toward science and scientific knowledge have been recognized as two important science learning outcomes (Yore, 2003).”
Comparing an Inquiry‐based Approach known as the Science Writing Heuristic to Traditional Science Teaching Practices: Are there differences? (2007, background): “Yore (2001) stated that this kind of instruction tends to ignore students’ participation in science inquiry, and students’ critical thinking.”
A study of students' construction of science knowledge: talk and writing in a collaborative group (2007, methodology): “Spoken and written language is most often used to construct, describe and present science claims and arguments (Yore et al , 2003 ).”