There is vast research that substantiates the integration of science and literacy; however, there are very few books that correlate findings and address specific practices. "Integrating Science and Literary Instruction" connects scientifically based research and best instructional practices in literacy and integrates this with the inquiry-based scientific process. This book emphasizes process, not a particular program and focuses on three overall areas that influence the merging of literacy and science. These include inquiry-based instruction, extensions of the science literacy framework, and special issues within the design of each section. Chapters are dedicated to providing in-depth information to support and guide those in the educational field as they implement a science-related literacy focus. After an introduction by E. Wendy Saul, this book is divided into nine sections. Section one, Describing the Languages of Science, contains the following chapters: (1) "Language in the Science Classroom: Academic Social Languages as the Heart of School-Based Literacy" (James Paul Gee); (2) "The Literacies of Science" (Jay L. Lemke); and (3) "Gestures: The Leading Edge in Literacy Development" (Wolff-Michael Roth). Section two, The Role of Literacy Instruction in Science, contains: (4) "Why Do Future Scientists Need to Study the Language Arts?" (Larry D. Yore); and (5) "Science Is Not Written, But It Can Be Written About" (Robert E. Yager). Section three, Expanding Access to Science, includes: (6) "Girls in Science: Creating Symmetrical Opportunities for Acquiring Scientific Literacy" (Barbara J. Guzzetti); (7) "The Science of Reading and the Reading of Science: Successes, Failures, and Promises in the Search for Prerequisite Reading Skills for Science" (Michael L. Kamil and Elizabeth B. Bernhardt); and (8) "Knowing and Being in Science: Expanding the Possibilities" (Allan Feldman). Section four, Teaching Science as a Dialogic Process, contains: (9) "Promoting Dialogic Inquiry in Information Book Read-Alouds: Young Urban Children's Ways of Making Sense in Science" (Christine C. Pappas and Maria Varelas, with Anne Barry and Amy Rife); (10) "Improving Science Instruction With Information Books: Understanding Multimodal Presentations" (Laura B. Smolkin and Carol A. Donovan); and (11) "Readers Are Scientists: A Reflective Exploration of the Reasoning of Young Scientists, Readers, Writers, and Discussants" (Jeanne Reardon). Section five, Self-Questioning and Metacognition, includes: (12) "Multiliteracies and Self-Questioning in the Service of Science Learning" (Donna E. Alvermann); and (13) "Reading Comprehension and Science Inquiry: Metacognitive Connections" (Linda Baker). Section six, Choosing Science Trade Books, contains: (14) "Choosing Informational Books for Primary-Grade Classrooms: The Importance of Balance and Quality" (Mariam Jean Dreher and Anita N. Voelker); (15) "Highly Recommended Trade Books: Can They Be Used in Inquiry Science?" (Danielle J. Ford); and (16) "How Not to Get Lost on The Magic School Bus: What Makes High Science Content Read-Alouds?" (Laura B. Smolkin and Carol A. Donovan). Section seven, Science Writing Heuristics, includes chapters: (17) "Learning from Text Designed to Model Scientific Thinking in Inquiry-Based Instruction" (Shirley J. Magnusson and Annemarie Sullivan Palincsar); (18) "Students' Science Notebooks and the Inquiry Process" (Michael P. Klentschy and Elizabeth Molina-De La Torre); and (19) "The Science Writing Heuristic: Using Writing as a Tool for Learning in the Laboratory" (Carolyn S. Wallace, Brian Hand, and Eun-Mi Yang). Section eight, Evaluating Commercial Text Materials, contains: (20) "Better Textbooks, Better Readers and Writers" (Cynthia Shanahan); (21) "Choosing Science Textbooks: Connecting Research to Common Sense" (William G. Holliday); and (22) "Integrating Science and Literacy Instruction With a Common Goal of Learning Science Content" (Harold Pratt and Norby Pratt). Finally, section nine, Reaching Teachers, contains the remaining chapters in the book: (23) "Mind Engagement: What Is Not Typically Accomplished in Typical Science Instruction" (Robert E. Yager); and (24) "Reading the World Before Reading the Word: Implications for Professional Development of Teachers of Science" (Hubert M. Dyasi and Rebecca E. Dyasi). Also included in the book are: "What's Next? A View From the Editor's Perch" (E. Wendy Saul); Author Index; and Subject Index.