The Effects of Science Instruction on Young Children's Vocabulary Learning

• In Event: 60.084 - Roundtable Session 20
  In Roundtable Session: 60.084-20 - Early Literacy: Vocabulary

Abstract

This systematic review sought to understand the magnitude of science instruction’s impact on preschool and kindergarten children’s vocabulary outcomes. A moderator analysis examined the influence of intervention features (i.e., dosage) on effect sizes. A total of 10 science instruction conditions were included, resulting in a sample size of 1,475 children. The overall mean effect size was moderate, Hedges’ g = 0.55, suggesting that science instruction increased young children’s vocabulary outcomes. Exploratory moderator analyses revealed slightly higher effect sizes for shorter duration of science instruction (i.e., shorter than 17 weeks) and longer session length (i.e., more than 18 minutes). Results suggest science instruction may be an important method of developing vocabulary among children and dosage may influence these effects.

Authors

• Jamie Dawn Busch, University of Cincinnati

• Shanshan Wang, University of Cincinnati

• Carrie Biales, University of Cincinnati

• Ying Guo, University of Cincinnati

• Allison Breit-Smith, University of Cincinnati