"This is a much-needed addition to the science teacher’s library. Our students’ inability to comprehend the written word in science text is the single biggest hindrance to their continuing in their studies, and thus the primary reason we often lose them after elementary school."

Linda Keteyian, Science and Math Teacher, Priest Elementary School, Detroit, MI

"This book addresses an issue that is like an elephant in the room. Everyone knows that reading is an issue in science, but ultimately no one is teaching students to read science."

Sally Koczan, Science Teacher, Wydown Middle School, Clayton, MO

"Finally, a book that not only provides sound research, but also offers practical, ready-to-use reading and vocabulary strategies to connect reading and science!"

Jenny Sue Flannagan, Director, Martinson Center for Mathematics and Science, School of Education, Regent University

"Reading and writing can no longer be optional extras in the science classroom. This work shows how the demands of reading scientific texts differ from those of reading literary texts, clarifies the features of scientific text that must be learned so that it's readable, and describes the tools teachers need to teach reading in science."

Stephen P. Norris, Canada Research Chair in Scientific Literacy, University of Alberta

"This must-read book sets the standard for teaching reading comprehension with expository text! I have already implemented some of the activities mentioned with great success."

Briana Nurse, Middle School Literacy Coach and Founder of Wellness Tutoring Services, North Bergen, NJ

"This book embeds literacy tasks into science inquiry to enhance the functionality of instruction, support the construction of understanding, and develop a fundamental sense of science literacy. This results in fuller participation in the public debate about issues of science, technology, society and environment, which in turn leads to informed decisions and sustainable actions."

Larry D. Yore, Distinguished Professor, Department of Curriculum and Instruction, Faculty of Education, University of Victoria

"My first thoughts were, 'I’m not one of those teachers who teaches science by reading out of the book.' Sneaking the strategies in Language and Literacy in the Inquiry Based Science Classrooms, Grades 3-8 convinced me that students could learn science and improve their literacy skills without taking away from my curriculum. The methods and ideas in this book are useful, non-threatening and helped me apply language practices that enhance science."

Sara Charbonnet, Science teacher, Department Chair, Westwood Middle School, School Board of Alachua County, FL

When comparing books, I preferred the resources in the Constructivist Science Book for beginning preservice teachers. The other book reads in an easier format for my students and has more relevant information given their new enrollment within our program.

Mrs Catherine Scott, Curriculum Instruction Dept, University of North Carolina - Greensboro