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Cited by

• 2010Teaching and Learning about Force with a Representational Focus: Pedagogy and Teacher Change217 cited
• 2005Learning from Writing in Secondary Science: Some theoretical and practical implications204 cited
• 2007The Literacy Component of Mathematical and Scientific Literacy178 cited
• 2013Nature of Science in the Science Curriculum: Origin, Development, Implications and Shifting Emphases174 cited
• 2006The information book genre: Its role in integrated science literacy research and practice174 cited
• 2010Integrating Literacy and Science in Biology167 cited
• 2013Writing to Learn by Learning to Write During the School Science Laboratory: Helping Middle and High School Students Develop Argumentative Writing Skills as They Learn Core Ideas165 cited
• 2009Using Children’s Literature to Teach Standard-Based Science Concepts in Early Years137 cited
• 2011Argument-Driven Inquiry: An Introduction to a New Instructional Model for Use in Undergraduate Chemistry Labs136 cited
• 2012Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in Chemistry131 cited
• 2006Intertextuality in Read-Alouds of Integrated Science-Literacy Units in Urban Primary Classrooms: Opportunities for the Development of Thought and Language129 cited
• 2008Multiple Representation in Learning About Evaporation125 cited
• 2012