PERHAPS A GIFT VOUCHER FOR MUM?: MOTHER'S DAY
Zhihui Fang (Ph.D., Purdue University) is Professor of Language and Literacy Education in the School of Teaching and Learning at the University of Florida, where he also coordinates the Reading Education program. He specializes in content area reading and writing, language development, and teacher education. His recent research focuses on the role of language in construing disciplinary knowledge and in shaping students' literacy development. He is particularly interested in exploring the use of evidence-based language and literacy practices to support science teaching and learning. Zhihui has authored over 70 publications that include books, book chapters, and journal articles. His Reading in Secondary Content Areas: A Language-Based Pedagogy (University of Michigan Press, 2008), co-authored with Mary Schleppegrell, describes a new approach to teaching reading in the subjects of science, mathematics, social studies, and language arts. He can be contacted at zfang@coe.ufl.edu. Linda Leonard Lamme is professor of education at the University of Florida School of Teaching and Learning where she teaches courses in children's literature, including international literature, literature for the writing program, literature for the content areas, and multicultural literature. She conducts research on children's responses to literature, book analysis, and literature in the curriculum. Lamme has served on the Notable Books for a Global Society Committee for the Children's Literature and Reading SIG of IRA, the Notable Books for Language Arts Committee for NCTE, and the Children's Literature Assembly Board. Rose M. Pringle is associate professor of science education at the University of Florida School of Teaching and Learning. Her areas of research include preservice teachers' positionality as science learners and issues associated with learning to teach inquiry-based science. She is particularly interested in working towards increasing the participation of minorities, especially girls of African descent, into mathematics and science related careers. Pringle is currently exploring the relationship between science teachers' and counselors' expectations and African American girls' self-perception as science and mathematics learners.
Finally, a book that not only provides sound research, but also offers practical, ready-to-use reading and vocabulary strategies to connect reading and science! -- Jenny Sue Flannagan, Director 20100503 This book addresses an issue that is like an elephant in the room. Everyone knows that reading is an issue in science, but ultimately no one is teaching students to read science. -- Sally Koczan, Science Teacher 20100503 This is a much-needed addition to the science teacher's library. Our students' inability to comprehend the written word in science text is the single biggest hindrance to their continuing in their studies, and thus the primary reason we often lose them after elementary school. -- Linda Keteyian, Science and Math Teacher 20100503 Reading and writing can no longer be optional extras in the science classroom. This work shows how the demands of reading scientific texts differ from those of reading literary texts, clarifies the features of scientific text that must be learned so that it's readable, and describes the tools teachers need to teach reading in science. -- Stephen P. Norris, Canada Research Chair in Scientific Literacy 20100510 This must-read book sets the standard for teaching reading comprehension with expository text! I have already implemented some of the activities mentioned with great success. -- Briana Nurse, Middle School Literacy Coach and Founder of Wellness Tutoring Services 20100512
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