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• 2001Implementing an in-depth expanded science model in elementary schools: Multi-year findings, research issues, and policy implications109 cited
• 1990Preservice Teachers' Perspectives on why Every Teacher is not a Teacher of Reading: A Qualitative Analysis109 cited
• 2008Middle- and High-School Content Area Teachers' Perceptions about Literacy Teaching and Learning77 cited
• 1997Preservice Teachers' Selection and Use of Content Area Literacy Strategies73 cited
• 1994Literacy learning in secondary school science classrooms: A cross‐case analysis of three qualitative studies69 cited
• 2006Integrating Curriculum Through the Learning Cycle: Content-Based Reading and Vocabulary Instruction66 cited
• 2011How to Teach Expository Text Structure to Facilitate Reading Comprehension55 cited
• 1996Four Fourth Graders Thinking Aloud: An Investigation of Genre Effects53 cited
• 2012Key Areas of Effective Adolescent Literacy Programs51 cited
• 2002Every Teacher a Literacy Teacher? An Analysis of the Literacy-related Messages in Secondary Methods Textbooks49 cited
• 2008Learning and Assessing Mathematics through Reading and Writing48 cited
• 2008“You Can Read This Text—I'll Show You How”: Interactive Comprehension Instruction46 cited
• 1991Domain Knowledge and Analogic Reasoning Ability as Predictors of Expository Text Comprehension