http:\/\/education.msu.edu\/projects\/leaps\/proceedings\/Shavelson.pdf<\/a>.<\/p>\n <\/p>\n
Songer, N., Kelcey, B., & Gotwals, A.W. (2009). How and When Does Complex Reasoning Occur? Empirically<\/p>\n
Driven Development of a Learning Progression Focused on Complex Reasoning About Biodiversity, Journal for Research in Science Teaching, 46<\/span>, 610-631.<\/p>\n <\/p>\n
<\/p>\n
Explanation Literature<\/h2>\n
Aguirre-Mu\u00f1oz, Z., Boscardin, C. K., Jones, B., Park, J., Chinen, M. H., Shin, H., Lee, J., Amabisca, A. A &<\/p>\n
Benner, A. (2005) Consequences and validity of performance assessment for English language learners: Integrating academic language and ELL instructional needs into opportunity to learn measures. (CSE Rep. No. 678). Los Angeles: University of California, National Center on Research and Evaluation, Standards, and Student Testing (CRESST).<\/p>\n
<\/p>\n
Aukrust, V. G. (2004). Explanatory discourse in young second language learners\u2019 peer play. Discourse<\/span><\/p>\nStudies, 6<\/span>, 393\u2013412.<\/p>\n <\/p>\n
Aurkrust, V.G., & Snow, C. (1998). Narratives and explanations during mealtime conversations in Norwary and<\/p>\n
in the U.S. Language in Society, 27<\/span>(2), 221-246. (M&B)<\/p>\n <\/p>\n
Barbieri, M. S., & Landolfi, L. (1994). Learning how to explain: The effects of mother\u2019s language on the child.<\/p>\n
In V. John-Steiner, C. Panofsky, & L. Smith (Eds.), Sociocultural approaches to language and literacy: An interactionist perspective (pp. 191\u2013222). Cambridge, UK: Cambridge University Press.<\/p>\n
<\/p>\n
Barbieri, M. S., Colavita, F.,&Scheuer, N. (1990). The beginning of the explaining capacity. In G.<\/p>\n
Conti-Ramsden & C. E. Snow (Eds.), Children\u2019s language. Hillsdale, NJ: Erlbaum.<\/p>\n
<\/p>\n
Beals, D. (1993). Explanatory talk in low-income families’ mealtime conversations. Applied Psycholinguistics,<\/p>\n
14, 489-514.<\/p>\n
<\/p>\n
Beals, D.E. (2001). Eating and reading. In. D. Dickinson & P. Tabors (Eds.), Beginning literacy with language:
\n<\/span><\/p>\nYoung children learning at home and school\u00a0(pp. 75-92).<\/p>\n
<\/p>\n
Bloom, L., Lahey, M., Hood, L., Lifter, K. & Fiess, K. (1980). Complex sentences: Acquisition of syntactic<\/p>\n
connectives and the semantic relations they encode. Journal of Child Language, 7<\/span>, 235-261.<\/p>\n <\/p>\n
Blum-Kulka, S., Hamo, M., & Habib, T. (2010). Explanations in naturally occurring peer talk: Conversational<\/p>\n
emergence and function, thematic scope, and contribution to the development of discursive skills. First Language, 30<\/span>(3-4), 440-460.<\/p>\n <\/p>\n
Boscardin, C. K., Jones, B., Madsen, S., Nishimura, C. & Park, J. (2008) Assessment of content<\/p>\n
understanding through science explanation task. (CSE Rep. No. 745). Los Angeles: University of California, National Center on Research and Evaluation, Standards, and Student Testing (CRESST).<\/p>\n
<\/p>\n
Callanan, M A., Strager, J., & Moore, J. (1995). Parent-child collaborative explanations: Methods of<\/p>\n
identification and analysis. The Journal of the learning sciences, 4(1), 105-129.<\/p>\n
<\/p>\n
Corrigan, R. (1975). A scalogram analysis of the development of the use and comprehension of \u201cbecause\u201d in<\/p>\n
children. Child Development, 46<\/span>, 195-201.<\/p>\n <\/p>\n
Donaldson, M. L. (1986). Children\u2019s explanations: A psycholinguistic study. Cambridge, UK: Cambridge<\/p>\n
University Press.<\/p>\n
<\/p>\n
Donaldson, M. L. (1996). Contextual influences on children\u2019s spoken and written explanations. Applied<\/p>\n
Psycholinguistics, 17, 355\u2013375.<\/p>\n
<\/p>\n
Donaldson, M.L., Reid, J., & Murray, C. (2007) Causal sentence production in children with language<\/p>\n
impairments. International Journal of Language & Communication Disorders \/ Royal College of Speech & Language Therapists, 42<\/span>(2), 155-186.<\/p>\n <\/p>\n
Ely, R. (2004). Language and literacy in the school years. In J.B. Gleason (Ed.), The development of language<\/span><\/p>\n(pp. 395-443).<\/p>\n
<\/p>\n
Emerson, H.F. (1979). Children\u2019s comprehension of \u201cbecause\u201d in reversible and non-reversible sentences.<\/p>\n
Journal of Child Language, 6<\/span>, 279-300.<\/p>\n <\/p>\n
Fender, J. (2004). Collaborative Scientific Reasoning: How Parents Support Development and Facilitate<\/p>\n
Transfer of a Scientific-Reasoning Strategy. Unpublished dissertation. University of Pittsburg.<\/p>\n
<\/p>\n
French, L. A. (1988). The development of children\u2019s understanding of \u201cbecause\u201d and \u201cso. Journal of<\/p>\n
Experimental Child Psychology, 45, 262\u2013279.<\/p>\n
<\/p>\n
French, L. A., & Nelson, K. (1985). Young children\u2019s knowledge of relational terms: Some ifs, ors, and buts.<\/p>\n
New York: Springer-Verlag.<\/p>\n
<\/p>\n
Hickling, A K., & Wellman, H.M. (2001). The emergence of children’s causal explanations and theories:<\/p>\n
Evidence from everyday conversation. Developmental psychology, 37(5), 668-683.<\/p>\n
<\/p>\n
Hood, L., & Bloom, L. (1979). What, when and how about why: A longitudinal study of early expressions of<\/p>\n
causality. Monograph of the Society for Research in Child Development, 44(2).<\/p>\n
<\/p>\n
Hood, L., Fiess, K., Aron, J. (1982). Growing up explained: Vygoskians look at the language of causality. In<\/p>\n
C. Brainerd & M. Pressley (Eds.), Verbal processes in children.<\/span> New York: Springer Verlag.<\/p>\n <\/p>\n
Keil, F.C. (2006). Explanation and understanding. Annual Review of Psychology, 57<\/span>, 227-254. Retrieved from<\/p>\nhttp:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC3034737\/<\/a>.<\/p>\n <\/p>\n
Kroll, B.M. (1981). Effect of mode of communication on the informational adequacy of children’s explanations,<\/p>\n
Journal of Genetic Psychology, 138<\/span>(1), 27-.<\/p>\n <\/p>\n
McCabe, A., & Peterson, C. (1985). A naturalistic study of the production of causal connectives by children.<\/p>\n
Journal of Child Language, 12<\/span>(1), 145\u2013159.<\/p>\n <\/p>\n
Morris, A.K. (2000). Development of Logical Reasoning: Children’s Ability to Verbally Explain the Nature of the<\/p>\n
Distinction Between Logical and Nonlogical Forms of Argument. Developmental Psychology, 36<\/span>(6), 741-758.<\/p>\n <\/p>\n
O\u2019Dowd, E.O. (2010). The development of linguistic complexity: A functional continuum. Language Teaching,<\/span><\/p>\n1-18.<\/p>\n
<\/p>\n
Orsolini, M. (1993). Because in children\u2019s discourse. Applied Linguistics, 14<\/span>, 89-120.<\/p>\n <\/p>\n
Peterson, C., & McCabe, A. (1984). Understanding \u201cbecause\u201d: How important is the task? Journal of <\/span><\/p>\nPsycholinguistic Research, 14<\/span>(2), 199-218.<\/p>\n <\/p>\n
Peterson, S., & French, L. (2008). Supporting young children\u2019s explanations through inquiry science in<\/p>\n
preschool. Early Childhood Research Quarterly, 23<\/span>(3), 395-408.<\/p>\n <\/p>\n
Pillow, B.H., & Pearson, R.M. (2009). Children\u2019s and Adults\u2019 Evaluation of Their Own Inductive Inferences,<\/p>\n
Deductive Inferences, and Guesses, Merril-Palmer Quarterly, 55(2), 135-156.<\/p>\n
<\/p>\n
Schult, C. A., &Wellman, H. M. (1997). Explaining human movements and actions: Children\u2019s understanding<\/p>\n
of the limits of psychological explanation. Cognition, 62, 291\u2013324.<\/p>\n
<\/p>\n
Sullivan, L. (1972). Development of causal connectives by children. Perceptual and Motor Skills, 35,<\/span><\/p>\n1003-1010.<\/p>\n
<\/p>\n
Veneziano, E., & Sinclair, H. (1995). Functional changes in early child language: The appearance of reference<\/p>\n
to the past and of explanations. Journal of Child Language, 22,<\/span> 557\u2013581.<\/p>\n","protected":false},"excerpt":{"rendered":"External Links & Other Resources Websites Evaluating the Validity of English Language Proficiency Assessments: Visit website Understanding Language Initiative:\u00a0Visit website CCSSO Formative Assessment for Students and Teachers: Visit website Videos Early Science and Language Learning at Para Los Ni\u00f1os. (June, 2010). Documentary funded by WIDA & UCLA Center for Community Partnerships.\u00a0Available […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":14,"menu_order":0,"comment_status":"open","ping_status":"closed","template":"resources_content.php","meta":{"footnotes":""},"class_list":["post-362","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.dllp.org\/index.php\/wp-json\/wp\/v2\/pages\/362","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.dllp.org\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.dllp.org\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.dllp.org\/index.php\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.dllp.org\/index.php\/wp-json\/wp\/v2\/comments?post=362"}],"version-history":[{"count":108,"href":"https:\/\/www.dllp.org\/index.php\/wp-json\/wp\/v2\/pages\/362\/revisions"}],"predecessor-version":[{"id":1286,"href":"https:\/\/www.dllp.org\/index.php\/wp-json\/wp\/v2\/pages\/362\/revisions\/1286"}],"up":[{"embeddable":true,"href":"https:\/\/www.dllp.org\/index.php\/wp-json\/wp\/v2\/pages\/14"}],"wp:attachment":[{"href":"https:\/\/www.dllp.org\/index.php\/wp-json\/wp\/v2\/media?parent=362"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}