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October 2015
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21 Reads
Kappa Delta Pi Record
A research study conducted in an urban district middle school setting applies cognitive science principles to science vocabulary. Within the context of a personal story told by the lead investigator, the results of the study are shared and suggest that more active, engaging strategies with complex core curriculum may improve retention and comprehension.
July 2015
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34 Reads
Learning Environments Research
July 2015
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42 Reads
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5 Citations
Learning Environments Research
We investigated whether three student-centred strategies influenced retention of science vocabulary words among 7th grade students. Two of the strategies (drawing pictures and talking about the definition of the terms) were developed to involve the students in more constructive and interactive exercises when compared to the technique that was in common use (copying definitions from the back of the textbook). Vocabulary from three science units was used in the study and reading level was considered as a potential moderator variable. Results showed some differences among the strategies when retention was measured but, more importantly, the effectiveness of the learning strategies varied with reading level and time of testing.
May 2013
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35 Reads
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3 Citations
Middle School Journal
... Morphological awareness is particularly useful for science because of the ways terms are related and is enhanced through conversing about words (Kieffer & Lesaux, 2012;Rasinski, Padak, Newton & Newton, 2011). The recoding process that happens when students converse about words verbally producing meanings (Shore, Ray, & Goolkasian, 2013) builds ownership: when students can perceive word meanings in written text and spoken discourse and use those words correctly in speaking and writing (Kamil & Hiebert, 2005;Nagy & Townsend, 2012). But engaging in vocabulary learning activities frequently and meaningfully enough to build ownership of science words is challenging. ...
May 2013
Middle School Journal
... Furthermore, the lack of academic vocabulary retention and comprehension is particularly acute in the science content area. While some academic terminology overlaps with content areas, little of the science vocabulary is reinforced outside science class within the school curriculum, making retention and understanding even more challenging to achieve in the limited class time available (Shore, Ray, and Gooklasian 2015). ...
July 2015
Learning Environments Research
