A study determined if using specific reading strategies would improve students' grades in science. Subjects, 21 fifth-grade students in an urban area school, studied four units of science--two units using the strategies outlined in the series teacher's manual, and two units using semantic mapping, cloze exercises, graphic aids, and vocabulary games. The unit tests from the series were administered after each chapter was completed. Results indicated no significant difference in students' scores on the unit tests. (Contains 19 references and 1 table of data. Two appendixes of data are attached.) (RS)