The Relation Between Use of Specific Grammatical Features, Science Writing, and Science Achievement in Elementary School

• In Event: Poster Session 2
  In Poster Session: Achievement, Attitudes, and Advocacy: Science Literacy for All

Abstract

This study investigates the relation between 5th grade ELL and non-ELL students’ general science achievement, the effectiveness of their written science explanations, and use of specific grammatical features hypothesized to provide important resources for making scientific meaning. Results indicate that use of specific grammatical features is related to both general science achievement and the effectiveness of science explanations. Consistent with functional theories of grammar, explanations that demonstrate complete understanding of target science concepts rely more heavily on the focal grammatical structures than do incomplete explanations. However, student use of a structure in one explanation does not predict success with explanations of different science content, suggesting that, much like science vocabulary, specific structures function to construe specific elements of science content.

Authors

• Brianna Avenia-Tapper, New York University

• Lorena Llosa, New York University