This paper aims to discuss the challenges of scientific literacy in reading instruction within the context of native language classes in primary education. To achieve this, it begins with an examination of two important issues related to the topic: the first is terminological, and the second is practical. The first issue addresses the controversial aspect of using the terms "scientific literacy" and "scientific literacy" and draws upon theories of literacy (Soares, 1998; 2003; Kleiman, 1995) and scientific literacy (Norris & Phillips, 2003; Aikenhead, 2006) to address this question. The second issue engages with the concept of scientific literacy perspectives proposed by Valladares (2021) to suggest productive approaches for working with scientific text reading in schools and the potential to transform this task into effective scientific literacy practice.