The Language Demands of Science Reading in Middle School

By Z. Fang. 2006

468 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c516db74d6aca21925fd1e36872d30cd99c0a486

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. William Nagy
2. P. Uccelli
3. D. Townsend
4. Z. Fang
5. Christine D. Tippett
6. Brian Hand
7. L. Yore
8. C. Dobbs

In Education

1. P. Uccelli
2. William Nagy
3. D. Townsend
4. Christine D. Tippett
5. Brian Hand
6. L. Yore
7. Z. Fang
8. C. Dobbs

Citations in the corpus

• Graduate students as academic writers: writing anxiety, self-efficacy and emotional intelligence (2017, result): “Our findings align with theorists and researchers noting the challenge K-12 students face in learning when simultaneously being on the academic English language learning trajectory while learning new content (Fang, 2006; Janzen, 2008).”
• Cognitive Strategy Instruction (2014, background): “Like the science specific cognitive strategies suggested by Fang (2006), there is no published research that demonstrates that these cognitive strategies indeed improve comprehension of scientific texts.”
• Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, background): “As a consequence, many colloquially fluent students may not have been granted sufficient opportunities to be socialized into academic language and literacy practices either at home or at school (Cazden, 2002; Fang, 2006; Heath, 1983, 2012; Moje, Dillon, & O’Brien, 2000).”
• Epilogue: Plotting a Research Agenda for Multiple Representations, Multiple Modality, and Multimodal Representational Competency (2010, background): “We think that integrating ideas about cognitive psychology, nature of science, and linguistics, dual codes, visualization, models and model formation, types of representation, and systemic functional linguistics ( Fang 2005, 2006; Halliday 1975; O’Halloran 2004; Unsworth 2001) might be a productive”
• Words as Tools: Learning Academic Vocabulary as Language Acquisition (2012, background): “The greatest difference is in the proportion of nouns; however, written academic language also contains more adjectives and prepositions (Biber, 2006; Fang, 2006; Schleppegrell, 2001).”
• Going Beyond the Fab Five: Helping Students Cope With the Unique Linguistic Challenges of Expository Reading in Intermediate Grades (2008, background): “When there is a large concentration of technical words such as these in a short chunk of text comprehension often suffers (Fang, 2006).”
• What recent research on diagrams suggests about learning with rather than learning from visual representations in science (2016, background): “…unique grammatical and textual features, such as high lexical density (the amount of information contained in a text), abstraction, and technicality (the use of specialised terminology), and the frequent use of visual representations (Fang, 2005, 2006; Halliday, 2004; Trumbo, 2000; Unsworth, 2001).”
• Language Correlates of Disciplinary Literacy (2012, background): “(p. 127) These grammatical features appear not just in the professional discourse of practicing scientists, they are also evident in school science texts, which can be considered technical science discourse recontextualized for educational purposes (Fang, 2006).”
• Understanding the Language Demands of Schooling: Nouns in Academic Registers (2006, background): “In the written texts of schooling, on the other hand, we find elaborated and abstract nominal participants with pre- and postmodifications, noun clauses, and nominalized forms, typically constructing reference within the text itself (Fang, 2006; Perera, 1982; Schleppegrell, 2004).”