The review of literature has shown that as ELs are learning a new language, they must also be able to
comprehend complex texts at grade - level, acquire academic vocabulary, and support their thinking with evidence from multiple texts to be successful in school.
When students enter college or the workforce after graduating high school without the necessary reading skills to
comprehend complex texts, opportunities for deeper understanding, critical thinking, career advancement, and financial success are negatively affected.
As what students read in science class changes, the most successful classrooms will also focus on why these texts are important and how students can develop the skills to
comprehend these complex texts (e.g., Greenleaf, Schoenbach, Cziko, & Mueller, 2001).
The standards focus on text complexity because the ability to
comprehend complex texts is the most significant factor differentiating college - ready from non-college-ready readers.
In reading, the standards place a heavy emphasis on the ability to
comprehend complex texts.
This emphasis stems from research that shows that students who can
comprehend complex texts are more likely to be successful after high school (ACT, 2006).