“This article discusses methods for helping students understand—not just memorize—the scientific concepts presented in the textbook and reinforced by the activities.” Davidson and Overstreet note research that has found that “the number of new vocabulary terms presented in secondary science textbooks is higher than that recommended for junior high and high school foreign-language classes.” They discuss the use of literacy techniques in the science classroom, including concept mapping, SQ3R, selective underlining, and paired use of academic word walls and quick writes.