ERIC Number: EJ1117339
Record Type: Journal
Publication Date: 2016-Oct
Abstractor: As Provided
A Longitudinal Study of Middle and Secondary Level Science Textbook Vocabulary Loads
Groves, Fred H.
School Science and Mathematics, v116 n6 p320-325 Oct 2016
Middle and secondary science textbooks have long been a primary support for instruction, often leading to heavy emphasis on domain-specific vocabulary. A longitudinal study was conducted to compare vocabulary loads of science textbooks published since 2010 to results of two previous studies going back to 1983. In each study, textbooks chosen represent convenience samples of commonly used middle and secondary science textbooks. Vocabulary emphasis in science textbooks remains high, and may present a problem for struggling readers and English language learners (ELL). Some vocabulary loads were found to approach or even exceed recommended limits for vocabulary instruction in modern foreign language courses. Also, science vocabulary can present an additional challenge for native English speakers and ELLs since many terms have no common colloquial English or native language equivalents. Recommendations for how to promote effective science vocabulary development are provided. Overall, over three decades there has been little change in heavy emphasis on vocabulary in middle and secondary science textbooks.
Descriptors: Longitudinal Studies, Middle School Students, Secondary School Students, Secondary School Science, Textbooks, Vocabulary, Science Instruction, English Language Learners, Vocabulary Development, Comparative Analysis, Second Language Instruction, Science Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A
Grant or Contract Numbers: N/A