Five science reading booklets were developed to foster the development of communication, observation, and experimentation skills in Uganda elementary school students. Topics selected, resulting from interviews with teachers and students, included: 1) rain; 2) round worms; 3) caterpillars; 4) butterflies; and 5) insects in the school ground. Booklets were evaluated after an initial trial (focusing on vocabulary level, time required to read the readers, student interest, whether related activities were workable and simple, and suggested improvements). Following revisions based on the trial editions, revised readers were evaluated by observing students and teachers using the readers and analyzing questionnaires designed to assess cognitive, psychomotor, and affective impacts of the readers on students and teachers. Results indicate that the readers aroused and maintained student interest, developed scientific skills and attitudes, and enabled students to gain science knowledge through independent or group reading. In addition, it was demonstrated that well-written, inexpensive, supplementary reading materials could be produced to encourage appreciation of written materials among students of low-income parents in rural areas. The five readers and questionnaires used are included. (Author/JN)