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dc.contributor.author Akerson, Valarie
dc.contributor.author Young, Terrell A.
dc.date.accessioned 2018-07-18T19:37:11Z
dc.date.available 2018-07-18T19:37:11Z
dc.date.issued 2004-03
dc.identifier.citation Akerson, V. L., & Young, T. A. (2004). Nonfiction know-how: Surefire strategies for effectively using nonfiction trade books in your science classroom. Science and Children, 41, (6), 48-51. en
dc.identifier.uri http://hdl.handle.net/2022/22278
dc.description Publisher's, offprint version en
dc.description.abstract Children love nonfiction books, and their reading of such texts has shown a strong relationship between science achievement and informational reading and writing abilities (Bernhardt, Destina, Kamil, and Rodriguez-Munoz 1995). How can elementary teachers capitalize on this natural affinity and make the most effective use of nonfiction trade books in their classroom? There are numerous strategies to increase students' exposure to and facility with nonfiction. This article offers a few suggestions to help increase students' science learning and develop their literacy skills. en
dc.language.iso en en
dc.publisher Science and Children en
dc.subject Nonfiction en
dc.subject Reading en
dc.subject Childrens literature en
dc.subject Science teachers en
dc.subject Collection policy en
dc.subject Inventions en
dc.subject Dinosaurs en
dc.title Nonfiction Know-How en
dc.type Article en


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