52 TEACHING SCIENCE IN THE ELEMENTARY SCHOOL

what to do, how to do it, what to do with it, and whether he
has done it (by giving him a test and grade).

Reading as a Means of Learning
 Science offers a rich experience for boys and girls in read-
ing. Children are curious. They ask many questions, and
through reading they find the answers to many of these ques-
tions. Collecting evidence or material on a problem is one of
the essential steps in problem solving. Observations made by
others have been recorded and many of these materials are
available only through books, newspapers, magazines, and pam-
phlets. If teachers capitalize upon the enthusiasm of children,
they find that the children are anxious to read to solve their
problems. Reading helps the child to a better understanding
of his environment.
 Children often enjoy the fact that much knowledge remains
to be discovered in science. Many questions in science have
never been answered. Nobody knows how high the air goes at
the present time. Nobody has seen the other side of the moon.
We are not too certain of the internal composition of the earth.
Since our leading scientists must admit there are many things
about which they do not know, it certainly should not be beneath
the dignity of the teachers to admit that there are times when
they do not know the answers to some of the problems that are
raised. Reading is usually the means employed by both children
and teacher to find out if any answer is known, and here a well
selected library is important.
 In this scientific age both children and adults are exposed
to a scientific vocabulary. The school can play an important
part in helping the child understand the terminology of the age
in which he lives.
 Reading as a means to science learning is difficult for the
child if he is unable to use printed material and comprehend
meanings. It is normal for children of any class to vary widely
in their reading abilities, and teachers will want to analyze the
varying reading levels of their pupils in order to select materials
wisely. Texts from earlier grades can sometimes be used as a
source of information for a group of slow readers. A gradually
expanding library collection which includes books on many levels
and in many areas of science offers the best opportunity for se-
lecting materials to fit the individual's needs. Here the fast
reader can be challenged and the slow reader assisted in pursu-
ing an interest.
 Science and the Reading Process. In helping pupils read
science material, teachers will want to employ all their knowl-
edge of how children learn to read. They will emphasize par-