ERIC Number: EJ1046479
Record Type: Journal
Publication Date: 2014-Dec
Abstractor: As Provided
Morphological Development Levels of Science Content Vocabulary: Implications for Science-Based Texts in Elementary Classrooms
Fazio, Xavier; Gallagher, Tiffany L.
International Journal of Science and Mathematics Education, v12 n6 p1407-1423 Dec 2014
The science vocabulary from a science curriculum standards document (Ministry of Education Ontario, 2007) was classified by morphological developmental level and compared to the grade level topics of the curriculum (grades 1 to 8). Descriptive statistical analyses highlight the complex nature of science vocabulary and the incompatibilities between the conceptual nature of science vocabulary and the developmental reading levels of elementary students. These findings provide implications for teachers to encourage learning in science through scaffolded vocabulary instruction with multimodal, integrated resources. As learning through multiliteracies evolves in the twenty-first century, science-specific vocabulary acquisition should garner renewed interest to ensure that discipline-based texts are reflective of content standards and are accessible to all readers.
Descriptors: Vocabulary, Elementary School Science, Morphology (Languages), Academic Standards, Comparative Analysis, Statistical Analysis, Elementary School Students, Textbooks, Content Area Reading, Reading Achievement, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education; Grade 2; Grade 3; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6; Grade 7; Junior High Schools; Secondary Education; Grade 8
Authoring Institution: N/A
Identifiers - Location: Canada