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ERIC Number: EJ881479
Record Type: Journal
Publication Date: 2010
Pages: 14
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1938-8071
Building Prior Knowledge and Vocabulary in Science in the Intermediate Grades: Creating Hooks for Learning
Rupley, William H.; Slough, Scott
Literacy Research and Instruction, v49 n2 p99-112 2010
Vocabulary knowledge is a salient factor influencing success both in and out of school. The specialized vocabulary knowledge in science represents the concept-laden hooks on which learning is hung and enables students to build prior knowledge through the expansion of these conceptual hooks. We have identified four levels of learners--struggling readers (SR), English Language Learners (ELL), breakthrough learners (BL), and conceptual learners (CL)--that are found in almost every intermediate and middle school classroom in the United States, including science. We propose a focus on science learning with strong theoretical and practical supports from reading and the purposeful combination of narrative informational text, textbooks, and hands-on science activities in a manner that is adaptable to the needs of all students in learning science. (Contains 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States