The purposes of this study were to investigate students’ learning progression on reading activity, science concept comprehension and how they imply it in scientific communication in the classroom.  Thirty four biology education students participated in this study. This classroom research was developed to potray students’ reading activity, science concept comprehension, factors affecting reading comprehension, and the development of reading motivation.  The learning progression was used to analysed the whole activities.  The result concluded that each student has their own way in interpreting the informations from scientifix text, but generally they can filter and apply it in their argument as a part of reasoning and evidence.  The findings can be use to direct reading activity to the goal of inquiry in order to support the nature of reading as evidence.