Actionable Strategies to Help Students Reading Below Grade-Level Better Comprehend Science Texts
Major
Biology
Second Major
Educational Studies
Submission Type
Poster
Area of Study or Work
Biology, Educational Studies
Faculty Advisor
Maggie Evans
Location
CNS Atrium
Start Date
4-11-2026 11:15 AM
End Date
4-11-2026 12:30 PM
Abstract
Drivers know when to stop, yield, and slow down because they were taught to recognize, anticipate, and follow the rules of the road. In contrast, many students in science classrooms do not know when to skim, scan, memorize, or analyze a text because they have not been taught the road signs of expository texts, such as science. This leads to a lack of full comprehension for all students, especially those reading below grade level, who face multiple barriers including discipline-specific vocabulary, unfamiliar text structures, and limited experience with the science texts. Science education relies heavily on text-based learning, making reading proficiency essential for academic success. This review addresses the urgent need for actionable literacy strategies in science classrooms by presenting four research-based instructional approaches that enhance comprehension for all students, especially struggling readers. First, comics serve as powerful pedagogical tools by establishing connections between visible and microscopic concepts by coupling images and text, which supports retention and engagement. Second, literacy stations provide hands-on opportunities for students to visualize and organize complex scientific information. Third, graphic organizers linked with explicit instruction offer structured frameworks that break down challenging concepts into manageable components, all while promoting higher order thinking. Finally, text structure-based strategies teach students to recognize and respond to common expository patterns (cause/effect, sequence, compare/contrast, description, problem/solution), enabling them to navigate dense scientific text more effectively. By implementing these approaches, educators can make science content more accessible, reduce the cognitive load for struggling readers, and foster critical thinking skills.
Actionable Strategies to Help Students Reading Below Grade-Level Better Comprehend Science Texts
CNS Atrium
Drivers know when to stop, yield, and slow down because they were taught to recognize, anticipate, and follow the rules of the road. In contrast, many students in science classrooms do not know when to skim, scan, memorize, or analyze a text because they have not been taught the road signs of expository texts, such as science. This leads to a lack of full comprehension for all students, especially those reading below grade level, who face multiple barriers including discipline-specific vocabulary, unfamiliar text structures, and limited experience with the science texts. Science education relies heavily on text-based learning, making reading proficiency essential for academic success. This review addresses the urgent need for actionable literacy strategies in science classrooms by presenting four research-based instructional approaches that enhance comprehension for all students, especially struggling readers. First, comics serve as powerful pedagogical tools by establishing connections between visible and microscopic concepts by coupling images and text, which supports retention and engagement. Second, literacy stations provide hands-on opportunities for students to visualize and organize complex scientific information. Third, graphic organizers linked with explicit instruction offer structured frameworks that break down challenging concepts into manageable components, all while promoting higher order thinking. Finally, text structure-based strategies teach students to recognize and respond to common expository patterns (cause/effect, sequence, compare/contrast, description, problem/solution), enabling them to navigate dense scientific text more effectively. By implementing these approaches, educators can make science content more accessible, reduce the cognitive load for struggling readers, and foster critical thinking skills.