The article, published in the Journal of Science Teacher Education, focuses on teachers' actions during read aloud events in elementary science lessons. The research was supported by the Hultquist Award through Elon's Faculty Research and Development committee.
The article reports on a study of teachers’ actions when reading different texts in the context of elementary science teaching. The findings highlight that teacher actions can support students engaging in inquiry provoked during reading events. The study revealed that purposes for reading and the notion of making predictions were contextualized activities that impact the nature of students’ engagement with texts. The implications from this study are to consider fundamental and derived senses of literacy when developing integrated learning experiences in science.
The article can be found at: http://link.springer.com/article/10.1007%2Fs10972-013-9347-y