Linda M. Phillips

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This article reports the results of a systematic and comprehensive evaluation of the suitabil-ity of 13 commercially available, authorized software programs for teaching reading and writing in the primary grades. These programs were assessed on interface design, content, instructional design, whether manufacturers' educational claims were supported by the(More)
In this paper we make the case that the language of school science and the language of science are widely divergent. We trace the divergence to a simple view of reading that prevails not only in science education but in most of schooling. Based upon the importance of language in science and the role of language in capturing the essential nature of(More)
Parents are encouraged to read to their children, and they frequently engage in shared book reading on the belief that the experience will foster their children's literacy development. In this article, the authors draw on a body of published studies to argue that shared book reading often does not lead to the benefits expected of it. The studies show that(More)
Three hundred and eight first and second year university students were asked to read five media reports that described recent scientific research and findings. We instructed the students to interpret and make judgments about the certainty, status, and role of statements identified in the reports, and to assess how much knowledge they had about the general(More)
This paper deals with a number of conceptual and theoretical issues that underlie the proposal to employ narrative explanations in science education: What is narra-tive? What is explanation? and What is narrative explanation? In answering these questions, we develop a framework of narrative elements and characteristics of narrative explanations. Two(More)
There is general agreement in the educational community that visualization is an effective teaching tool. Current applications of visualization are found in many teaching contexts, including mathematics, reading, science and technology. In this article, we review key studies in science education that show that visualiza-tions are effective to the extent(More)
This paper describes a comprehensive set of studies designed to assess the potential for commercial reading programs to teach reading in science. Specific questions focus on the proportion of selections in the programs that contain science and the amount of science that is in those selections, on the genres in which the science is portrayed, on the areas(More)
Ford (2004a) and Schroeder et al (2009) report an increasing use of science trade books by elementary teachers in teaching science. Science trade books contain science content and are intended for the general public. They are often used to introduce children to science and to serve as a source of scientific information outside the school. These books could(More)
In researching the body of standardized tests of reading, writing, and other language skills currently available, the Test of Early Language and Literacy (TELL) group from the Canadian Centre for Research on Literacy (CCRL) produced a comprehensive review of tests which are commonly used by reading specialists, speech language pathologists, and special(More)
Global statistics demonstrate the prevalence of low literacy rates, and despite the financial efforts of international governmental agencies and the people-power of non-governmental organizations, the number of illiterate children, adolescents, and adults continues to rise worldwide. In a response to the lack of successful international literacy reform, the(More)