Campus Units
Education, School of
Document Type
Article
Publication Version
Published Version
Publication Date
2019
Journal or Book Title
Reading Horizons
Volume
58
Issue
2
First Page
1
Last Page
23
Abstract
To equalize access to science learning across genders and demographic groups, access to the disciplinary language of science is one place to start. The language of science is highly challenging and specialized, and difficulties acquiring this language contribute to disparities in science achievement across diverse student groups. This study used a pre/post design to analyze effectiveness of a brief classroom science vocabulary assessment designed to assess receptive and productive vocabulary knowledge across multiple sections of one seventh-grade science teacher’s class. Vocabulary was selected and analysis conducted by an interdisciplinary research partnership, including the science teacher, a literacy specialist, and a scientist. The resulting model presents an assessment that evaluates receptive knowledge and productive use of science language and reinforces vocabulary theory: learning words is incremental and multidimensional, and assessment should address this specialized skill in principled, disciplined ways.
Copyright Owner
Reading Horizons A Journal of Literacy and Language Arts
Copyright Date
2019
Language
en
File Format
application/pdf
Recommended Citation
Hayden, Emily; Singh, Anupma; and Eades-Baird, Michelle, "Gaining Access to the Language of Science: A Research Partnership for Disciplined, Discursive Ways to Select and Assess Vocabulary Knowledge" (2019). Education Publications. 135.
https://lib.dr.iastate.edu/edu_pubs/135
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Higher Education Commons, Science and Mathematics Education Commons, Vocational Education Commons
Comments
This article is published as Hayden, H. E., Singh, A*, & Baird, M. E. (2019). Gaining access to language of science: A research partnership for disciplined, discursive ways to select and assess vocabulary knowledge. Reading Horizons. 2019, 58(2); 1-23. Posted with permission.