Reading is a skill that can complement a hands-on approach in learning relevant facts, concepts, and generalizations pertaining to different units of study. Teachers should guide students to have the ability to identify unknown words prior to their actual reading of subject matter in science. Pupils tend to make minimal mistakes in word recognition when teachers introduce assumed unknown words prior to the actual reading of content. Prior to reading science content, teachers should use pictures or other audio-visual materials to assist learners to secure background information. Science teachers should always notice the kinds of errors pupils make in reading. The following kinds of pupil errors in reading science content should be evaluated by the teacher: mistakes made in sound/symbol relationships in reading; weaknesses noticed in pupils not being able to divide words into syllables; and difficulties in using context clues. Pupils should reflect upon subject matter encountered and develop their problem-solving skills. Reading, along with other activities and experiences, should provide a variety of endeavors to secure pupil interest. (RS)