Challenges to the Comprehension of Science Texts for English Language Learners and Fluent English-Speaking Students

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Abstract

This study investigated fifth-grade students’ thoughts on the difficulty of comprehending science texts with respect to English language proficiency (ELP) and academic language features. Forty-five students participated in the study; 18 were classified as English language learners (ELLs) and 27 were fluent-English speakers. Participants read two science passages and engaged in retrospective interviews. Qualitative analysis was used to code students’ thoughts about challenges to reading comprehension and to identify which challenges were related to academic language. Results revealed that students found difficult vocabulary, reading abilities, and prior knowledge as the greatest challenges to comprehending the science passages. The results have implications for understanding the features of academic language that influence students’ comprehension of expository texts in science.

Author

• Sandy Chang, University of California - Los Angeles