Reciprocal Processes in Science and Literacy Learning.

ty of children to read, comprehend, and critically evaluate scientific information. This was underscored by the American Association for the Advancement of Science Project 2061 (1989), which expressed a com mitment for all students to acquire knowl edge of science, mathematics, and technology because that knowledge makes the world more comprehensible and more interesting (Thelen, 1991). One way to ensure improved science learning is to begin with what students know about the reading and writing processes. Educators who become more focused on the