Meeting the Reading Challenges of Science Textbooks in the Primary Grades

Abstract

Four primary grade teachers overcame challenges of textbook‐based science reading through a focus on reading strategies and an emphasis on making meaning. Teachers used whole‐class and small‐group guided reading instruction to focus students on organizational and textual features of the science textbooks. They also used teacher‐guided talk and student‐to‐student turn‐and‐talk strategies to focus on meaning. Children acted out concepts found in the textbook and used technology as a tool to enhance content area learning. Science reading using textbooks poses challenges that teachers can overcome with specific attention to reading comprehension and innovative approaches that promote reader engagement.