Reading First, Science Last: An Investigation into Reading Comprehension Strategy Usage in Science Education

This qualitative exploration was designed to examine strategy-based reading instruction using science expository text in grades 2-5. This study centered on case studies of six elementary teachers and how they used reading strategies during science instruction. Findings revealed that although the teachers ’ use of expository text was limited, teachers utilized particular reading strategies that extended and elaborated the students ’ oral discussions during science instruction. The classroom conversations about science topics extended the students’ background knowledge of the science concepts that related to science expository text materials in grades 2-5. Further research could include alignment of reading strategy instruction with science instruction using print materials that are matched with the students