Evaluating the efficacy of using sentence frames for learning new vocabulary in science

A seven-million-word newspaper corpus that was made up of approximately 7,600 newspaper articles posted to The New York Times website between June, 2015 and October, 2016 was created and analyzed to identify the technical vocabulary of a newspaper and determine its lexical coverage. The results showed that there were 405 technical words of the newspaper as a whole that accounted for 9.76% of the running words in the NYT corpus, and an average of 748 technical words of each newspaper section with an average lexical coverage of 23.82%. Identifying the technical vocabulary of a newspaper is valuable for language learners, because leaning these words before reading articles may help to reduce the vocabulary burden. The findings also indicated that reading newspapers from the same section is likely to be more effective to learn vocabulary than reading articles randomly.

https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=6711&context=etd

The Technical Vocabulary Of Newspapers

/pdf/using-novels-in-the-science-classroom-to-increase-literacy-3kacz8abzo.pdf

Using Novels In The Science Classroom To Increase Literacy In Middle School Students

This study aims to examine the feasibility and the readability tests of STEM-Based Integrated Science Teaching Book Model Themed "Blood as Transportation System on Our Body". The research was done on using quantitative descriptive methods. The subjects were 60 8th Junior High School Students and 8 Science Junior High School Teachers. The feasibility tests were done based on BSNP assessment guidelines. The research showed that the qualities of science teaching book are feasible to use as resources and guidance for students. It was also found that the ease of understanding and reading makes this book acceptable and liked by students.

The feasibility and readability test of stem-based integrated science teaching book model themed “blood as transportation system on our body”

Correlating Universal Design of Learning and the Performance in Science at Elementary School Level

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.

A Longitudinal Study of Middle and Secondary Level Science Textbook Vocabulary Loads.

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A Longitudinal Study of Middle and Secondary Level Science Textbook Vocabulary Loads.