Reading and Writing in the Service of Inquiry-Based Science

By Gina N. Cervetti, P. David Pearson, Marco A. Bravo, Jacqueline Barber. 2005

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Use of the Outdoor Classroom and Nature-Study to Support Science and Literacy Learning: A Narrative Case Study of a Third-Grade Classroom (2012, background): “their inquiry-based experiences in nature as the content for their writing ( Cervetti et al. 2006 ).”
From “What is Reading?” to What is Literacy? (2016, background): “In short, reading fluency, like other reading processes, is situated within interactions involving particular readers, texts, and tasks in specific sociocultural contexts (RAND Reading Study Group, 2002).”
Essential Elements of Fostering and Teaching Reading Comprehension (2011, background): “So, for example, in Seeds of Science/Roots of Reading (Cervetti et al., 2006), when students encounter a new word in a science text, they are encouraged, and almost required, to use it in their oral discourse when working together in a hands-on investigation and later when writing to explain the res”
Promoting science and technology in primary education: a review of integrated curricula (2014, background): “Czerniak (2007) articulated the problem further: ‘At the fundamental level, a common definition of integration does not seem to exist that can be used as a basis for designing, carrying out, and interpreting results of research’ (p.”