Allycia Uhrhan鈥檚 6th graders at Truman Middle School in St. Louis started their field-science week collecting data on fish hatching at nearby Forest Park. But the trip really started the prior week, in English class, where teacher Kristina Kohl had students dig into history and science articles about the park to pair with Uhrhan鈥檚 ecology readings. Once the students returned, they wrote up lab reports and reflections on their field day in both classes.
This interdisciplinary approach underscores something important about communication in the sciences: Scientific progress does not take place in a vacuum. Researchers regularly discuss avenues for exploration, present and argue about their findings, and present their conclusions to the public.
But many science classes don鈥檛 fully give students the specific literacy skills needed to understand and make scientifically reasoned arguments. And science itself, as a discipline, demands the use of specific kinds of reading-related tools: understanding scientific vocabulary and language; interpreting data from text, graphics, and charts; and making (and critiquing) scientific arguments.
鈥淭he texts that students use in many science classrooms are not adequately complex,鈥� said William Folk, a professor of biochemistry at the University of Missouri and co-director of the science-literacy project. 鈥淭extbooks will almost always present a concept as a series of facts, without anything like the complexity that actually occurs in the literature and without the process by which claims have to be justified with evidence in science.鈥�
Uhrhan鈥檚 work is the result of Folk鈥檚 National Institutes of Health-funded project, , designed to improve middle school science literacy. For the past seven years, University of Missouri researchers have worked with 50 local English/language arts, science, and special education middle school teachers to co-develop interdisciplinary lessons in science literacy.
A collaborative approach to reading science texts
Uhrhan said that she assigned relatively few writing tasks in her class before the program鈥攑artly because the materials didn鈥檛 support it and partly because, like most content-certified teachers, she didn鈥檛 get a lot of reading training.
鈥淥ur science [textbooks] had short little sentences, and we kind of avoided reading altogether,鈥� she said, 鈥渂ecause we, as science teachers, didn鈥檛 get that training of how to teach kids how to decode and break this stuff down. So, it kind of scared us.鈥�
Teachers participating in the project reviewed science units throughout the year and that could be used in science and ELA classes. 69传媒 might tackle reading and annotating journal articles and learning new vocabulary in English, while collecting data, conducting experiments, and writing up the results in science class.
In a two-week unit on , for example, Kohl鈥檚 class analyzed the persuasive tactics used in e-cigarette advertisements, while Uhrhan鈥檚 class studied nicotine鈥檚 effects on the circulatory, nervous, and respiratory systems.
鈥淲ith [narrative] stories, it鈥檚 a bit easier for students to understand because it鈥檚 relatable, but some of the concepts in science are above the heads of a lot of people who are reading them. So we have to break down nonfiction texts into readable segments and strategies of how to decipher what these words mean and how they relate in context,鈥� Uhrhan said. 鈥淲e鈥檝e gotten to work together as an ELA teacher, a science teacher, and special ed. teacher to get all three perspectives of how we could break that down to kids.鈥�
69传媒 learn to master the text structures in science
What makes scientific reading different from narrative or informational reading in English class? While students generally learn the common structures of narratives鈥攑lot beats, character arcs, rising and falling action, for example鈥攖hey often don鈥檛 learn to break down the specific structures common in scientific writing, such as identifying claims and methodology, Uhrhan said.
69传媒 also often get confused about additional text features in science, said Katie Woepke, a special education teacher for St. Louis County who helped develop the interdisciplinary lessons at Truman. Those features include reading graphs, diagrams, and tables in the context of the larger text.
鈥淚f your brain doesn鈥檛 realize that those text features are there to help you,鈥� Woepke said, 鈥渢hen they鈥檙e just more words on the page, and kids get discouraged.鈥�
While assignments in both ELA and science expect students to advance their written arguments using claims, evidence, and reasoning, teachers learned to develop a common structure for teaching argumentation across different subjects鈥攈elping students understand, for example, the differences in the kinds of evidence that can be used.
鈥淓ach discipline has different norms for the types of argumentation and the types of evidence that can be used,鈥� said Folk, the University of Missouri professor. 鈥淔or social sciences or literature, the types of evidence will differ dramatically from what is acceptable and what is used in physical science. Nevertheless, making a claim based on evidence and reasoning in order to be able to communicate and justify the claim are shared practices between the science and English/language arts standards.鈥�
It also meant developing scaffolds for students with disabilities and English learners. For example, teachers created flip books of key vocabulary and 鈥渟cavenger hunts鈥� for different structures within a scientific article. 鈥淭hese articles are in-depth, you know. But there鈥檚 no reason these students with disabilities can鈥檛 get the same information and understand it,鈥� Woepke said.
Building science literacy can improve learning gaps
Building up literacy skills in science also could be critical to helping students succeed across subjects, according to Sue Kowalski, a senior research scientist at the assessment group NWEA, who has studied academic recovery in schools.
Nationally, learning gaps have opened for middle school students in reading, math, and science since 2019. Overall, NWEA has found larger gaps in reading and math鈥攎ore than twice as large as in science, but the gaps have widened for some student groups.
For example, Hispanic middle school students performed on average five months behind their pre-pandemic scores in science in 2021; that gap grew to 11 months in 2024. Black middle school students remain 13 to 15 months behind their average science performance in 2024 on the NWEA鈥檚 Measures of Academic Progress, the most commonly used benchmark assessment in reading, math, and science.
鈥淲hat we鈥檙e seeing is that there are important leverage points because of how science and literacy are so synergistic,鈥� Kowalski said. 鈥淚t鈥檚 not about choosing science or choosing reading. It鈥檚 about creating space in literacy education that鈥檚 not simply narrative text but explanatory, informative literacy skills that are useful in comprehending science texts.鈥�
That鈥檚 what Jeannie Sneller, a 6th and 7th grade science teacher at South Callaway Middle School in Mokane, Mo., has begun doing. Before joining the University of Missouri program, Sneller said her students weren鈥檛 reading and writing enough in class to develop the stamina needed to tackle real scientific articles鈥攐r even in-depth questions on state science tests.
鈥淲hen I first started, I taught the way I was taught: That is, let鈥檚 read some of the textbook, and we鈥檒l write all the vocabulary down, take these notes, and then we鈥檒l do some labs to back it up鈥攔eadings, notes, labs, readings, notes, labs,鈥� Sneller said. 鈥淏ut I found if it came to reading anything longer than a few sentences, they would just check out. They would only write one sentence, or not even a full sentence, and I thought, 鈥榃ell, they can鈥檛 express to me what they鈥檙e learning in writing.鈥� 鈥�
Now, Sneller鈥檚 students work their way through scientific articles on sound waves, online videos about food systems, and charts of global data on pollinators as part of a .
鈥淚t鈥檚 really helped me revolutionize the way I teach,鈥� she said. 鈥淲e step away from that textbook, 鈥� and that鈥檚 made a big difference, because the kids are more engaged. They understand the content better because they鈥檝e seen the information in so many different ways.鈥�
