Abstract

This article examines science books for children, a genre that has been neglected both in studies of science discourse and in studies of literature for children. It compares this genre to two other science genres, textbooks and popular science articles, and finds great similarities between science textbooks and science books for children, both in terms of register and cultural values. As a result of these similarities, it suggests that science books for children are valuable in providing access to textbook literacy, which is highly prized in the later school years.