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dc.contributor.advisorSmith, Arthur
dc.contributor.authorHenriksen, Ann S.
dc.date.accessioned2021-09-07T21:43:16Z
dc.date.available2021-09-07T21:43:16Z
dc.date.issued5/1/1993
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5132
dc.description.abstractThis study investigated the use of a prereading strategy that gave 6th grade students exposure to technical science vocabulary before science instruction. The prior exposure consisted of listening/speaking and graphophonemic manipulation of the science terms. The science instruction promoted student inquiry and problem solving in each of the three phases of the science unit on rocketry. These phases were model construction, informational material and "hands-on" experiments. A treatment-control group comparison was conducted. After each of the phases a posttest was given to both groups. Data were collected and compared for three posttests. The technical vocabulary awareness treatment group demonstrated no significant advantage in their science concept learning as a result of having receiving the prior vocabulary exposure. It was noteworthy that a majority of the students in both groups received average to superior + posttest scores indicating a good mastery of the science concepts.
dc.subjectReading Comprehension
dc.subjectSilent Reading
dc.subjectOral Reading
dc.subjectReading Abilities
dc.subjectReading Conditions
dc.titleEffects of Science Vocabulary Exposure Prior to Instruction: Interdisciplinary Instruction in Science and Language
dc.typethesis
refterms.dateFOA2021-09-07T21:43:16Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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