The document discusses the connection between reading and science education. It notes that teaching reading in science helps students understand concepts at a deeper level and retain information longer by interacting with texts. The document also examines how language and reading are important in science for communicating ideas, presenting information, and arguing claims. It concludes that purposefully including reading in science instruction will benefit student learning.

1. The purpose of my literature review is to research
the strong connection between reading and science
education.

2.  Teaching reading in a content area is about
teaching students how to use reading to think
about and learn content.
 Helping students interact with text to
understand concepts at a deeper level and to
retain it longer.

3. Language is important in science and science
education:
 Communicate ideas
 Presentation of information
 Support or argue a claim

4.  Encompasses all aspects of learning,
understanding, and performing science.
 Significant Study--Norris and Phillips divided
science literacy into 2 parts:
1. The Derived Sense –-science knowledge
2. The Fundamental Sense-- reading and writing
when the content is science

5.  How text in science has changed over time
 Reading strategies and skills–- pre-reading,
during reading, and post reading.
Gaps in the research:
• Limited attention given to including reading in
science instruction .
• No agreement upon a course of action.
• Science teachers’ curriculum constraints and
limited literacy training.
Conclusion: Purposeful inclusion of reading in
science will benefit the students in
their learning.

6.  The participants in this study will be two
groups of 30 students each enrolled in the SP
program.
 Each group will be taught using the same
textbook with one group given additional
reading material.