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Research School Network: Why should I think about literacy? I’m a Science teacher! Niki Kaiser, Chemistry teacher, Assistant Headteacher & Research School Director makes the case for literacy in Science
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Why should I think about literacy? I’m a Science teacher!
Niki Kaiser, Chemistry teacher, Assistant Headteacher & Research School Director makes the case for literacy in Science
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by Greenshaw Research School
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As a science teacher, it might be tempting to think that literacy falls solely under the English department’s remit. However, literacy is a crucial part of every subject, and science is no exception.
What’s more, there seems to be a correlation between reading comprehension measures and science attainment. There is an overlap between those students that struggle with reading and those who perform poorly in science, and these students come disproportionately from economically disadvantaged or linguistically minoritised backgrounds1.
Ben Rogers cheekily prods the hornet’s nest on this important point in a recent blog2:
"The problem with most English leads is that they don’t love science enough. They love novels, poetry, speeches. Some even love non-fiction. But they don’t love scientific knowledge."*
So why is literacy in science different, and why should it matter to you?
What Makes Literacy in Science Distinct?
Science literacy stands apart due to its specialised language, complex text structures, and distinct modes of reasoning. Examples include:
1. Specialised Vocabulary
Science uses precise terminology rooted in Latin and Greek, designed to convey complex concepts accurately. While this reduces ambiguity, it can be a significant hurdle for students unfamiliar with these terms.
For example:Words like “photosynthesis” and “mitosis” carry specific meanings vital to understanding biology.
2. Complex Sentence Structures
Scientific texts often use passive voice and nominalisation, making sentences denser and more information-heavy than in other subjects.
For example:“The solution was heated” focuses on the process rather than the person performing it.
3. Multimodal Representations
Science literacy goes beyond reading – students must interpret graphs, tables, diagrams, and equations, all essential for understanding scientific concepts. Physicists and chemists often summarise complex ideas in equations, which demand a deep understanding of underlying concepts.
For example:F=ma tells us that if we increase the mass of an object it will exert a greater force on something.
Why Proficiency in Reading Isn’t Enough to Read Well in Science
Being a fluent reader doesn’t guarantee success in understanding or communicating scientific ideas. You need to understand the background and context behind everything you read. A single word or sentence can often imply something that isn’t explicitly stated, or assume you know a range of things around it.
“In science, vocabulary isn’t individual words to learn the meaning of: it is part of a rich and connected network of words. You don’t understand the word adaptation unless you understand habitats, food chains and climate. You don’t understand the word orbit unless you understand ellipses, gravity, and Newton’s first law of motion.” (ref)
This is why Fang1 suggests that, to improve science reading ability, the first thing we should focus on is building science content knowledge. But there are other things we can do to embed literacy across the science curriculum.
Practical Strategies for Embedding Literacy in Science
Integrating literacy into science teaching enhances comprehension and engagement. Here are some practical strategies:
1. Use Rich and Connected Science Texts
Provide coherent, interconnected readings that build understanding and link ideas across topics.
Example: In biology, read articles about ecosystems and discuss how organisms interact with their environment.
2. Incorporate Science Read-Alouds
Reading aloud exposes students to complex scientific language and allows for real-time clarification.
Example: In chemistry, read aloud about the periodic table’s development, pausing to explain key elements and trends.
3. Focus on Reading Comprehension Skills
Teach students how to identify main ideas, interpret data, and understand scientific arguments.
Example: In physics, summarise textbook sections on Newton’s laws and explain key concepts in their own words.
4. Develop Reading Fluency
Help students read scientific texts accurately and fluently, improving their grasp of complex material.
Example:Paired reading exercises on cellular respiration can boost fluency and understanding.
5. Integrate Writing with Science Content
Use writing tasks to reinforce learning and encourage clear articulation of ideas.
Example:After a lab on pH and enzyme activity, have students write detailed reports covering their hypothesis, methods, results, and conclusions.
Making Literacy an Integral Part of Science Teaching
Embedding literacy in science lessons isn’t about sacrificing content for reading skills. It’s about equipping students to access, understand, and communicate scientific knowledge.
By recognising and addressing the unique literacy demands of science, you can help your students become better scientists and more confident learners. After all, we live in a world where science is at the heart of headlines.
Having the ability to read science gives us a better chance of being able to critique it and detect inaccuracies, omissions or distortions. This is crucial for the children we teach – the citizens of tomorrow.
*End note: I have learnt a great deal over the years from Ben Rogers, and many of the ideas I have summarised here can be found in the myriad of blog posts on his website https://readingforlearning.org/
I must therefore contextualise the opening quote from him, where he suggests all Literacy Leads should have a Science background.
Ben does later tell us that he was being cheeky here, but does still make the case for knowledge being a key aspect of reading: “Your literacy lead doesn’t really need to be a scientist. But you do want your literacy lead to both appreciate the core importance of knowledge of the world and more importantly, have clear, subject specific strategies to build reading and writing into the curriculum. This is currently the biggest gap in literacy teaching in England.”
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