As an important carrier of science reading and science learning，science reading materials are significant in stimulating students' interest in science and improving their scientific literacy. We synthesize the“scientific literacy perspective”and the“reading comprehension perspective”，take 10 sets of primary science reading materials from the United States，Canada，the United Kingdom，Australia and Singapore，and analyze the content arrangement，reading design as well as organization strategies of them. The study aims to provide guidelines for the design and development of science reading materials for primary students in China. Findings suggest that international primary science reading materials typically covers regular science themes aligned with mainstream international science education standards，and lays an emphasis on the nature of science as well as its connection to society and individuals. These materials are designed to progressively advance reading content based on leveled reading standards，offering guidance on scientific vocabulary acquisition and reading strategies. They employ questions to guide the reading process and provide a wealth of supplementary resources to support scientific inquiry and practice. Drawing upon these findings，the study offers specific recommendations for the design and development of future primary science reading materials in China from three aspects. In terms of the content arrangement，comprehensive consideration should be given to core ideas，the nature of science，and the connection between science and society and individuals. With regard to the reading design，it is necessary to establish reading levels for science reading in China and arrange reading progression accordingly. Regarding the organization strategies，it is suggested that metacognitive strategies and rich supporting resources should be considered.