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.

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.

Copyright Owner

Reading Horizons A Journal of Literacy and Language Arts

Language

en

File Format

application/pdf

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