Explicit Science Writing, Science Achievement, and Socioeconomic Status

• In Event: 46.086 - Roundtable Session 16
  In Roundtable Session: 46.086-10 - Studying Achievement in Math and Science

Abstract

Early studies show that ‘explicit’ language use differs significantly by SES (Hawkins, 1969; Hemphill, 1989; Lawton, 1964), and current theorists assert that explicitness facilitates science achievement (Schleppegrell, 2004; Scarcella, 2003; Snow and Uccelli, 2009); however, no studies have yet tested whether explicitness mediates the relationship between SES and achievement. This study fills the gap, measuring explicitness in the science writing of 100 5th grade students by calculating a deictic term to total word ratio for each student. The relationship between this ratio and students’ SES and science achievement is then empirically explored. In this sample of science writing, the ratio of deictic terms to total words significantly mediates the relation between SES and science achievement. Implications for instruction are discussed.

Author

• Brianna Avenia-Tapper, New York University