Abstract: Reading Research QuarterlyVolume 40, Issue 4 p. 502-513 Choosing and using information trade books E. WENDY SAUL, E. WENDY SAUL University of Missouri-St. Louis USA E. Wendy Saul serves as the Dr. Allen B. and Helen S. Shopmaker Endowed Professor of Education and International Studies at the University of Missouri-St. Louis. For the past 16 years she has served as principal investigator for National Science Foundation grants that explore the relationship between science and literacy. For her work "bringing science to children, their parents, teachers and librarians" she has been named a Fellow of the American Association for the Advancement of Science. She can be contacted at Merillac Hall, College of Education, University of Missouri-St. Louis, 1 University Blvd., St. Louis, MO 63121, USA, or by e-mail at [email protected]Search for more papers by this authorDONNA DIECKMAN, DONNA DIECKMAN University of Maryland Baltimore County Baltimore Donna Dieckman is program director for the Elementary Science Integration Projects at the University of Maryland Baltimore County and works with classroom teachers, administrators, and university researchers to develop materials and resources for teachers and students that are designed to support science and literacy connections. She has served as a member of the National Science Teachers Association-Children's Book Council joint panel that selects the Outstanding Science Trade Books for Children. She contributed a chapter to Beyond the Science Kit (Heinemann, 1996) and is a coauthor of Science Workshop: Reading, Writing, and Thinking Like a Scientist (Heinemann, 2002) and Beyond the Science Fair: Creating a Kids' Inquiry Conference (Heinemann, 2005). She can be contacted at 21 North Stead Court, Baltimore, MD 21228, USA, or by e-mail at [email protected]Search for more papers by this author E. WENDY SAUL, E. WENDY SAUL University of Missouri-St. Louis USA E. Wendy Saul serves as the Dr. Allen B. and Helen S. Shopmaker Endowed Professor of Education and International Studies at the University of Missouri-St. Louis. For the past 16 years she has served as principal investigator for National Science Foundation grants that explore the relationship between science and literacy. For her work "bringing science to children, their parents, teachers and librarians" she has been named a Fellow of the American Association for the Advancement of Science. She can be contacted at Merillac Hall, College of Education, University of Missouri-St. Louis, 1 University Blvd., St. Louis, MO 63121, USA, or by e-mail at [email protected]Search for more papers by this authorDONNA DIECKMAN, DONNA DIECKMAN University of Maryland Baltimore County Baltimore Donna Dieckman is program director for the Elementary Science Integration Projects at the University of Maryland Baltimore County and works with classroom teachers, administrators, and university researchers to develop materials and resources for teachers and students that are designed to support science and literacy connections. She has served as a member of the National Science Teachers Association-Children's Book Council joint panel that selects the Outstanding Science Trade Books for Children. She contributed a chapter to Beyond the Science Kit (Heinemann, 1996) and is a coauthor of Science Workshop: Reading, Writing, and Thinking Like a Scientist (Heinemann, 2002) and Beyond the Science Fair: Creating a Kids' Inquiry Conference (Heinemann, 2005). She can be contacted at 21 North Stead Court, Baltimore, MD 21228, USA, or by e-mail at [email protected]Search for more papers by this author First published: 09 November 2011 https://doi.org/10.1598/RRQ.40.4.6Citations: 31 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Abstract The authors examine why calls for use of informational text in classrooms have been increasing and discuss what is meant by informational text. They then examine issues related to book choice and purpose, focusing particularly on informational trade books on topics in natural sciences and in the social world. Recommended practices that simultaneously address literacy and content learning are presented. REFERENCES Alexander, P.A. (1997). Knowledge-seeking and self-schema: A case for the motivational dimensions of exposition. Educational Psychologist, 32(2), 83–94. Alvermann, D., Swafford, J., & Montero, M.K. (2004). Content area literacy instruction for the elementary grades. New York: Pearson. Anderson, E., & Guthrie, J.T. (1999). Motivating children to gain conceptual knowledge from text: The combination of science observation and interesting texts. 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