Reflecting a collaboration in terms of content areas, levels, and audience, this volume represents the efforts of science teachers and reading teachers to understand and help one another fine tune their craft. Chapters in the volume include: (1) "Metacognition, Reading and Science Education" (Linda Baker); (2) "Science and Reading: Many Process Skills in Common?" (Michael J. Padilla and others); (3) "Why Students Have Trouble Learning from Science Texts" (Fred N. Finley); (4) "Are Science Textbooks Considerate?" (Linda A. Meyer); (5) "Helping Students Learn Effectively from Science Text" (William G. Holliday); (6) "Reading Science Texts for Conceptual Change" (Kathleen J. Roth); (7) "Understanding Science Text and the Physical World" (Audrey B. Champagne and Leopold E. Klopfer); (8) "Instructional Activities for Comprehending Science Texts" (Nancy D. Padak and Jane L. Davidson); (9) "Science Teachers' Use of Texts: Three Case Studies" (Donna E. Alvermann and Kathleen A. Hinchman); (10) "Main Ideas: Key to Learning Science" (Mark W. Aulls); (11) "Framing: A Technique for Improving Learning from Science Texts" (Bonnie B. Armbruster); (12) "Tools for Learning Science" (Shirley Harrison); (13) "Learning through Writing" (Carol Minnick Santa and Lynn T. Havens); (14) "Teaching Vocabulary to Improve Science Learning" (Bonnie C. Konopak); (15) Using Guided Imagery to Teach Science Concepts" (Barbara J. Walker and Paul T. Wilson); and (16) "An Evolution of Learning" (John T. Guthrie). (RS)