A total of 10 basic science series was examined, using the Spache, Dale-Chall, Lorge, and Fry readability formulas as assessment instruments of readability. To obtain a comparative sampling of the readability of each book for each series, the books were divided into three equal parts, and the passage from the middle of each one-third part was…

A rationale for the teaching of reading in conjunction with the teaching of science is developed and illustrated. Specific activities at elementary, middle, and secondary school levels are discussed in terms of the reading skills involved and the science processes stressed. (AA)

The teacher needs to be certain that each student is able to read effectively to understand the science subject matter being emphasized in teaching and learning situations. In ongoing lessons and units in science, the teacher must use a variety of approaches, such as: prior to students reading science content, print the new vocabulary on the board…

Provides a brief introduction to ways functional grammatical concepts can be used to understand the distinctive literacy demands of school science and history texts. Distinguishes this grammar from that of everyday language; examines the characteristic grammatical and discourse forms of content area learning; and discusses developing functional…

Discusses the importance of using interdisciplinary instruction in science education. Suggests ways for successful interdisciplinary instruction, developing science skills through language, and getting the most out of nonfiction books. (Contains 21 references.) (ASK)

Scientific discourse is difficult to read because of its lexical, syntactic, semantic, and logical features. This paper discusses each of those features, giving special attention to syntax, and suggests ways in which discourse analysis can be used to teach content reading in sciences and to rewrite scientific text for instructional purposes. Some…

Presents an exchange of the views of six professional educators on the place of reading in science instruction. (AEA)

Provides examples of ways science teachers can use various forms of graphs to teach reading skills. (FL)

Describes a project that used task cards to give students meaningful and interesting practice in using location skills in the content area of science. (FL)

Describes techniques which teach students how to read science to help them overcome their anxieties about the subject and their desire to avoid it. (MG)

Compares a "new" measure for assessing the level of abstraction of textual material with an old measure. Finds some similarity in their assessment of science texts, and finds that the earlier measure may be easier for the nonspecialist to use. Suggests a rule of thumb for practicing teachers. (SR)

Conducts two studies to evaluate the effectiveness of the Wondering, Exploring, and Explaining Science (WEE Science) Program. Outlines WEE Science instruction: students choose topics based on introductory readings and formulate plans for exploring them. Finds that students participated eagerly but that there were several problems related to…

Although reading is a critical part of science and science learning, it is no longer a part of many children's elementary science instruction. This is of concern because girls often develop strong identities as readers, but do not develop scientific identities with ease. In this study, we investigate girls' science reading to know (1) if science…

The recent interest of a number of educators in the reciprocal processes in the various school subjects and literacy (in the hope of achieving better teaching and more student involvement, interest, and enjoyment) is worthy of the careful consideration of all educators. All teachers involved in merging school subjects into a unit of study must be…

Based on the idea that reading instruction in science means teaching simultaneously the science content and the reading and reasoning processes by which that content is learned, this booklet offers practical and theoretical suggestions for science teachers to help students improve their content area comprehension. Chapters discuss the following…