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This study examines the effects of using an alternative science text by seven sixth grade English as a Second Language (ESL) students for a specific unit. This was compared to the use of the mainstream text by eight other sixth grade ESL students. The students' reading comprehension skills were evaluated through their results on the Measure of Academic Progress. Questionnaires and interviews along with text analysis and student assessments were used in this research. The opinions and experiences in teaching ESL students of two science teachers are also assessed in this analysis. This project revealed that by giving sixth grade ESL students access to science text material that was closer to their comprehension ability than the mainstream text, they were able to meet the learning objectives of the lesson more successfully.