ERIC Number: ED325301
Record Type: RIE
Publication Date: 1990-May
Reference Count: N/A
Improving Science Vocabulary of Six Grade Migrant Students through a Program of Intensive Direct Vocabulary Instruction.
Moran, Melba Q.
This case study describes a project designed to improve science vocabulary and comprehension of migrant sixth-grade students in a rural farming-community middle school. The project combined intensive direct teaching of science vocabulary with the national unified curriculum implemented in 1984. The subjects of the project were migrant children performing below grade expectations in science. The 10-week project has improved the students' pre- and posttest scores by at least 20% as evidenced by the Unified Science Curriculum tests, by at least 40% as evidenced by teacher-made science-vocabulary tests, and by at least one letter grade in science. Research has shown that meaningful learning occurs when the learner relates new information to what is already known, or when a reader's cognitive structure and the new material are related. The limited exposure of life in a rural farming community restricts the vocabulary of migrant students. Under the 10-week project, vocabulary instruction was an integrated activity. Remediation activities, such as frequent purposeful drills and reviews of key scientific terms, were used to improve migrant students' comprehension and use of scientific vocabulary. The document recommends the intensified vocabulary training program for improving science skills among migrant students. Unit tests are included. (TES)
Publication Type: Dissertations/Theses - Practicum Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: M.S. Practicum, Nova University.