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Oral language is a form of communication through speech involving words, sounds, gestures, and facial expressions (Kuhl, 2010). Educators can support all students' oral language development and learning by providing time for collaborative conversation, using evidence-based speaking and listening instructional routines, and integrating technology to create engaging speaking and listening tasks (Fisher & Frey, 2014).

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Oral language activities enhance science learning (Fisher & Frey, 2014). When students participate in asking questions, presenting their findings, or explaining concepts, they can better understand science. Similarly, science learning also helps improve oral language skills. Students use oral language to communicate their reasoning and ideas by analyzing data, conducting experiments, and expressing their results.

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Oral language is a crucial tool for developing communication skills. It helps ALL students articulate their thoughts, emotions, and ideas, equipping them to interact with diverse people and contexts. Additionally, it supports social and emotional growth by fostering positive relationships, regulating behavior and emotions, and facilitating collaboration among peers (Kuhl, 2010).

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Phonological awareness refers to the capacity to identify and manipulate the sounds of spoken words (Reading Rockets, 2023). It is a significant tool in helping students link sounds to print. Teachers can foster the development of phonological awareness in several ways, such as emphasizing phonological awareness in their course material, using evidence-based speaking and listening instructional routines, and so on.

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Phonological awareness is crucial to teaching science, as it can significantly enhance vocabulary and comprehension skills. It enables students to understand the meaning of scientific terms and use phonological awareness to segment and blend words, such as photosynthesis (Chard & Dickson, 1999). With phonological awareness, students can also improve their oral and written expression, which in turn helps them to communicate their scientific ideas and understanding more clearly.

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Phonological Awareness Serves ALL Learners

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Phonological Awareness Serves ALL Learners

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Phonological awareness is crucial for all learners as it is a reading prerequisite. Before students can read print, they must understand how words sound (Reading Rockets, 2023). Since reading is a fundamental skill necessary for academic progress, phonological awareness is its foundation. Additionally, it can aid in improving oral and written expression, enhancing vocabulary, and boosting comprehension.

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Phonics is reading instruction that emphasizes the importance of teaching the alphabetic principle to help readers decode words. It highlights the systematic and predictable relationship between spoken sounds (phonemes) and written letters (graphemes) (Reading Rockets, 2024). Teachers can support phonics for all learners by teaching letter-sound relationships in an organized and logical sequence, giving students frequent opportunities to apply what they are learning about letters and sounds to the reading of words, sentences, and stories, and using multisensory techniques to engage in different learning modalities (Reading Rockets, 2024).

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In science classrooms, particularly at the secondary education level, students engage in extensive reading of complex material. Phonics assists them in converting the printed words they read into speech, enabling them to read complex articles, lab reports, textbooks, and other materials. It also enables them to read fluently, which is critical because it promotes comprehension of the material, freeing up cognitive resources for deeper processing of the text (which is usually necessary for understanding scientific text) (Reading Rockets, 2024).

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Phonics play a crucial role in science education. The use of phonics ensures access to essential reading skills, bridges opportunity gaps, and supports culturally responsive teaching (Reading Rockets, 2024). The integration of phonics also promotes representation, identity, and antiracist pedagogy in science learning.

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Fluency refers to the capacity to read a text with accuracy, speed, and expression (Reading Rockets, 2024). To support fluency for all learners, we need to use explicit and multisensory instruction that engages multiple senses. This can include techniques like air writing, providing explicit instruction on letter-sound relationships, and emphasizing whole-brain learning (Reading Rockets, 2024).

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In science classrooms, fluency is crucial for shaping concept development, ensuring precise scientific language use, and enhancing scientific literacy (National Center on Improving Literacy, 2023). Readers can better comprehend scientific texts when they are fluent, and when speakers are fluent, they can actively participate in discussions and presentations. Ultimately, fluency supports meaningful science learning and effective communication in scientific contexts.

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In order to promote equity and justice in science education, it is suggested that teachers provide students with opportunities to develop and utilize their fluency skills in a range of scientific contexts, including reading, writing, speaking, and listening (Reading Rockets, 2024). It is also important for teachers to acknowledge and utilize the diverse linguistic and cultural resources that students bring to science education.

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Teaching reading comprehension is essential in science education for several reasons. Firstly, it enables students to build their background knowledge on science topics, which in turn helps them to comprehend new texts and concepts better. Secondly, it helps students develop scientific literacy, which is necessary not only in the science classroom but also in many other scientific endeavors that students may undertake. Thirdly, reading comprehension helps students transfer their knowledge to various new situations and problems, such as projects or real-world scenarios. Finally, it enables students to effectively engage with many scientific texts, including articles, reports, tables, diagrams, and textbooks.

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Reading comprehension is an essential element of education and lifelong learning. Our world primarily relies on words and texts, and without any comprehension skills to explore these texts, individuals are likely to face confusion. Strong comprehension skills can help students unlock several opportunities in their future. Reading comprehension allows individuals to do several vital things, such as appreciating the value of reading, learning from various texts, expanding their vocabulary and background knowledge, and communicating effectively. Reading comprehension goes beyond being a mere "skill"; it enables us to draw meaning from the world around us, which is an invaluable asset for all human beings (Reading Rockets, 2024a).

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Reading comprehension refers to the ability to understand and interpret the meaning of a written text. This skill involves several techniques, such as using prior knowledge, drawing conclusions, paying attention to details, self-monitoring, creating mental images, summarizing and retelling, and analyzing the text structure (Reading Rockets, 2024a). Since reading comprehension is a complex skill, educators need to provide explicit instruction that aligns with the type of texts students read. They can model and explain the importance of various strategies, help students learn how to use them and provide ample opportunities for practice. While some students may need more or less support, gradually, they take responsibility for using these strategies independently. and provide opportunities for student practice. Some students may require more or less support, but gradually, students take responsibility for using these strategies independently.

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Vocabulary refers to the collection of words an individual knows and uses. It is crucial for reading comprehension and can be acquired directly and indirectly (Reading Rockets, 2024b). Vocabulary comes in different types: listening (words that help us understand what we hear), speaking (words we use when we speak), reading (words we need to know to comprehend what we are reading), and writing (words we use in writing). Educators can help students learn vocabulary using various methods, such as direct instruction (explicitly teaching students important content-specific words), word-learning strategies (like analyzing parts of words), oral language engagement (encouraging conversation and providing opportunities for students to talk with peers and other teachers), and reading comprehension (providing vocabulary instruction relevant to texts being read) (Reading Rockets, 2024b).

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Teaching and learning vocabulary is crucial for understanding science, particularly biology. Students cannot comprehend the material they are given without explicit instruction in content-specific vocabulary (Reading Rockets, 2024b). In other words, in a science classroom, teachers must try to introduce students to unfamiliar words that are used only about science topics and not commonly utilized in daily conversation, as this may aid in student comprehension of complex topics. Teaching vocabulary in science classrooms may also help improve students' communication skills and increase their scientific literacy, enabling them to converse more effectively about complex scientific topics or processes. Moreover, teaching vocabulary in science classrooms helps to build students' knowledge of various topics. As students progress through their education, a larger vocabulary will help them understand new information better, which will always be necessary for an ever-changing subject like science.

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Building a robust vocabulary is essential for promoting educational equity, ensuring equal access to academic language for all students, and fostering inclusivity. Personalized vocabulary instruction caters to diverse learning needs, bridging language gaps and empowering students to participate fully in their education. Incorporating culturally relevant terms enhances engagement and a sense of belonging among students, while utilizing clear language in assessments promotes fair evaluation, thus contributing to a just learning environment.

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Writing is a complex process that involves several skills, such as vocabulary, grammar, and organization (Reading Rockets, 2024c). Explicit instruction and practice of this reading basic are necessary, and educators should prioritize systematic teaching of writing rules and structures (using various methods and modalities). This ensures support for all learners using multisensory instruction. Encouraging students to use everyday writing tools, considering their developmental stages, and focusing on mechanics like spelling and punctuation can also help them generate coherent text (Reading Rockets, 2024c).

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Effective communication of scientific ideas and observations is necessary for science educators and the science classroom. Writing skills are crucial in this process and essential for scientific understanding (Reading Rockets, 2024c). Exposure and practice in writing and explicit instruction in science can enhance students' comprehension and problem-solving abilities. Furthermore, writing can improve higher-order thinking skills essential for scientific reasoning and understanding complex systems.

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Writing in science education is vital in promoting equity and justice for all learners. It aids in developing crucial skills (such as those needed for clear communication) and aligns with reading development (reading ability is necessary for all science students). By highlighting intricate procedures and discourse knowledge, writing enables all students to express themselves and critically think about scientific concepts, promoting a more comprehensive and inclusive learning atmosphere (Reading Rockets, 2024c).