Our purpose in this study was to more deeply understand the ways in which text-based, sociohistorically situated narratives can be optimally used for promoting reading comprehension. In particular, we sought to understand the experiences and perspectives of young readers from diverse backgrounds (N = 24) as they engaged with science discovery narratives (i.e., stories by or about scientists engaged in the process of discovery), which have been shown to have advantages over traditional expository texts (i.e., those that present information without attending to the discovery process) in fostering comprehension of targeted conceptual information. Interviews were conducted and analyzed using a sociocognitive framework that positioned participants as reviewers of text quality. Findings suggest that the personal and sociohistorical elements of science discovery narratives were effective in engaging readers’ interest and helped highlight the culturally situated nature of knowledge and the nature and processes of scientific inquiry. We conclude by arguing that in the development and instructional use of texts, educators would do well to consider the ways in which foregrounding sociohistorical considerations can foster engagement and, hence, greater comprehension in readers from diverse backgrounds.

中文翻译：

---

为什么社会文化背景在阅读科学和科学阅读中很重要：重新审视科学发现叙事

我们在这项研究中的目的是更深入地了解基于文本的、具有社会历史背景的叙事可以最佳地用于促进阅读理解的方式。特别是，我们试图了解来自不同背景的年轻读者的经历和观点（N = 24）因为他们参与了科学发现叙事（即参与发现过程的科学家的故事或关于科学家的故事），这已被证明比传统的说明性文本（即那些在不参与发现过程的情况下提供信息的文本）具有优势) 促进对目标概念信息的理解。使用将参与者定位为文本质量审阅者的社会认知框架来进行和分析访谈。研究结果表明，科学发现叙事的个人和社会历史元素有效地吸引了读者的兴趣，并有助于突出知识的文化背景性质以及科学探究的性质和过程。最后我们认为，在文本的开发和教学使用中，