The Conceptual Complexity of Vocabulary in Elementary-Grades Science Textbooks

• In Event: Roundtable Session 43
  In Roundtable Session: Research on Reading Experiences of Elementary Students

Abstract

The overarching purpose of the study was to explore the conceptual complexity of vocabulary in elementary grades science textbooks. The main research issue was “When does more conceptually complex vocabulary occur in the texts, where do concepts associated with that conceptually complex vocabulary occur, and are those focal concepts and their associated concepts gradually developed in contemporary elementary grades science textbooks?”

Authors

• Jeffrey Elmore, MetaMetrics

• Jill Fitzgerald, UNC at Chapel Hill and MetaMetrics

• A. Jackson Stenner, MetaMetrics