Why Sociocultural Context Matters in the Science of Reading and the Reading of Science: Revisiting the Science Discovery Narrative

Our purpose in this study was to more deeply understand the ways which text-based, sociohistorically situated narratives can be optimally used for promoting reading comprehension. In particular, we sought experiences and perspectives of young readers from diverse backgrounds (N = 24) as they engaged with science discovery (i.e., stories by or about scientists process discovery), have been shown advantages over traditional expository texts those that present information without attending process) fostering comprehension targeted conceptual information. Interviews were conducted analyzed using a sociocognitive framework positioned participants reviewers text quality. Findings suggest personal sociohistorical elements effective engaging readers’ interest helped highlight culturally nature knowledge processes scientific inquiry. We conclude arguing development instructional use texts, educators would do well consider foregrounding considerations foster engagement and, hence, greater backgrounds.