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Foundations, Insights, and Future Considerations of Reading in Science and Mathematics Education

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Abstract  

This epilogue for the special issue consists of brief reviews related to reading in language arts, science, and mathematics research areas; summaries of the nine contributions; themes arising from a cross-case comparison of the contributions; and further research, curriculum, and instructional considerations. The introduction and articles not only indicate the authors’ thinking about reading as a stand-alone language art but also imply the paired language arts (i.e. reading–writing, representing–interpreting, talking–listening) and scientific and mathematical literacies. Seven themes emerged from these contributions: the influences from the nature of these disciplines, unique attributes that affect discipline-specific reading comprehension, movement toward international perspectives and languages, models of reading and comprehension, content teachers’ responsibility for explicit strategy instruction and metacognition, data collection and analysis to reflect established frameworks for reading and other language arts in doing and learning science and mathematics, and professional learning and promising classroom practices. The concluding remarks provide suggestions for further research, classroom instruction, and professional development.

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Acknowledgements

The authors wish to express special thanks to Sharyl A. Yore for her technical edits expertise and conceptual advice on this article.

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Authors and Affiliations

  1. Faculty of Education, University of Victoria, Victoria, Canada

    Larry D. Yore

  2. School of Education, Curtin University, Perth, Australia

    Kok-Sing Tang

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Correspondence to Larry D. Yore.

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Yore, L.D., Tang, KS. Foundations, Insights, and Future Considerations of Reading in Science and Mathematics Education. Int J of Sci and Math Educ 20 (Suppl 1), 237–260 (2022). https://doi.org/10.1007/s10763-022-10321-2

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