According to the new Tennessee Science Standards, "students should have regular practice with complex text and academic language beyond the textbook, such as scientific journals, popular magazines, and vetted Internet sites. Scientifically literate students should be able to read and decode information presented in multiple formats, including charts, tables, info graphics, and flowcharts" (p. 14). Our goal with this resource is to provide science teachers with an instructional guide to support reading in their classrooms.
Why is reading an essential component of scientific literacy?
Concepts which are taught in science, especially in the upper elementary grades and beyond, traditionally rely on students having acquired background knowledge to assist in better connecting to new concepts (Johnson & Martin-Hanse, 2005). One instructional method of introducing new concepts is to have students read about the topic. However, Bridges (2012) urges teachers to recognize the issues rooted in assigning scientific readings to students and expecting them to seamlessly navigate through the complex and often tedious scientific language. Some textbooks can even introduce up to 3,000 new vocabulary words and terms (Barton & Jordan, 2001). Ultimately, if students are unable to comprehend what they are reading, they may be missing out on learning key scientific ideas (Johnson & Martin-Hanse, 2005).
Science texts include textbooks, magazines, journals, books and even websites. Often, these science texts are aligned with the specific reading level one or two years above students' grade levels (Barton & Jordan, 2001). Because science-related texts may use challenging and unfamiliar language, asking students to read, understand and employ scientific ideas from texts can be incredibly difficult and frustrating. The struggles associated with such tasks are further magnified for students who already struggle with either reading or science (Hollingsead, Ostrander & Schilling, 2004). However, students possessing strong reading skills are able to better evaluate and apply scientific ideas from texts (Creech & Hale, 2006). As science teachers, our role includes fostering reading as a component of scientific literacy. As teachers, we understand that students learn in different ways; learning to read is no different. By allowing students the opportunity to read scientific material, they may retain it better than by having the teacher lecture to them (Chamberlain & Crane, 2009). This involves teaching students to actively read science texts.
Actively reading includes students evaluating what they are reading before, during, and after. Before students read, the class should discuss key words which will be important in order for students to understand what they will be reading (Johnson & Martin-Hanse, 2005). During the reading, students can use strategies such as Say Something, in which students read passages as a group and then "say something" about what they just read (Johnson & Martin-Hanse, 2005). After the reading, small group discussion can take place and students can exchange what they learned with each other (Johnson & Martin-Hanse, 2005). These 3 strategies allow for a more thorough understanding of new information presented in the reading. As Johnson and Martin-Hanse (2005) state that incorporating reading into the science curriculum will teach students how to read different material preparing them to be better readers in the future.