With traditional science textbooks still dominating the market, it is projected that the use of print material and related reading skills will persist as the prime method of science instruction. The need to research reading-science issues exists. This paper attempts to define the task or desired outcomes of research in reading-science dimensions. Areas developed in this paper include: (1) science reading and comprehension; (2) theories of the reading process (illustrated by models); (3) research in science reading (presented by grade level, subject matter, and curricular programs); (4) reading comprehension and science achievement (emphasizing text structure); and (5) research trends and issues. Findings are also presented on readability research on science materials. It is suggested that science educators need to research reading-science issues to develop theories, textual materials, skills and classroom strategies related to effective reading and reading comprehension. An extensive reference list follows the report.
Yore, Larry and Shymansky, James, "Reading, Understanding, Remembering and Using Information in Written Science Materials." (1985). Educator Preparation & Leadership Faculty Works. 30.
Available at: https://irl.umsl.edu/epir/30