Abstract:
The present study examined the difference between two educational programs (i.e. Lebanese Baccalaureate and American programs) in the Lebanese system and how each program integrates reading literacy with the science curriculum. A total of 69 middle and high school students in a private school in Lebanon were selected to be part of this research. Biology teacher, science coordinator, and English coordinator were also part of the study. Three instruments were used for data collection – observations of Biology sessions, interviews, and questionnaires. The effects of reading strategies used on students’ science knowledge acquisition were analyzed. The results of the study showed that although reading literacy is integrated in the Lebanese program more than the
American program, this integration is still at its premature stage and needs in-depth work and much effort to help students become proficient readers in science for maximal text comprehension, and hence, acquire the science subject material that ensures personal achievement not only in school but also in society. Further research regarding the integration of English literacies with the science curriculum is needed since it would be of great benefit for the Lebanese society.
