Scientific literacy is a critical skill that requires the ability to deeply comprehend challenging scientific concepts. This research investigated the effectiveness of extended classroom practice with an automated reading strategy training program (iSTART) that is designed to enhance the comprehension of expository science text. Twelve 9th grade students, enrolled in a high school remedial reading program, were trained with the iSTART program. They were compared to a control group of twelve other 9th grade students, who were comparable in reading ability but who did not receive such training. There were no significant pretest-posttest differences between the groups on comprehension questions that could be answered from a single sentence within a passage. However, the iSTART training group performed significantly better than those in the control group on bridging inference questions, which require the generation of inferences between two or more sentences within a passage.