A comprehensive review of science education research revealed the lack of studies related to the act of reading. Reasons for the apparent lack of research attention to the reading area include: (1) reading is not needed in science teaching; (2) reading is needed but it is not frequently used; and (3) reading is needed and used but not identified by investigators for isolation or study. Since researchers in science education often dismiss or avoid instructional questions dealing with reading and textbooks (as illustrated by their reported studies) and many teachers are uninformed about reading research, a central issue in science education research is to close the gap among researchers, science teachers, and reading educators. Three reading-related domains of potential interest to these individuals include: how science educators can compose, select, and use science textbooks and other materials; the theoretical and applied relationships between the intellectual process skills of science and reading skills; and the use of such non-school print materials as "Newsweek" and scholarly materials like "Scientific American." One mechanism for achieving these goals is for science and reading educators to acquaint themselves with each other's theoretical orientations and not be limited by theoretical issues and methodological techniques. (JN)