The use of texts in science classrooms has waned significantly over the past two decades. However, recently, researchers have shown renewed interest in the use of refutation texts as a tool for promoting conceptual change and science learning. In this article, we examine the intersection of conceptual change and reading comprehension research in science education. We begin by explaining how researchers in conceptual change have turned their interests toward text comprehension. We then examine models of reading comprehension that contribute to our understanding of how text can promote science learning in general and conceptual change in particular. Next, we examine recent empirical research concerning the effect of refutation text in promoting conceptual change in science. We close with suggestions for future research that seeks to integrate these two areas for the advancement of both scientific literacy and literacy skill development.