Developing the Science Vocabulary of Second-Grade Girls Using a Learning Management System

• In Event: The Multidimensionality of Vocabulary Knowledge: Implications for Assessment and Instruction With Multilingual Students

Abstract

Objective: We explore the use of an open source Learning Management System (LMS) to provide additional vocabulary instruction in science to second grade girls attending a charter public school in the South Central of the U.S. Our research questions were:
1. Did girls who participated in the Canvas vocabulary intervention increase their target vocabulary knowledge and their science knowledge compared to girls in the control group?
2. Did girls’ explanations of science phenomena become more detailed as a result of the intervention?
3. Did girls find Canvas easy to use?

Theoretical Framework: Despite the current demands to increase student breadth and depth of their vocabulary knowledge, vocabulary is one of the least taught core reading components in schools (Nelson, Dole, & Hosp, 2015; Wanzek, 2014), particularly in grade 2. One plausible reason why teachers might not devote enough time for vocabulary instruction is because core reading programs do not include extensive vocabulary activities designed to help students acquire depth of knowledge of words (Massey, Bengochea, Malova, & Avalos, 2018; McKeown, Deanne, Scott, Krovetz, & Lawless, 2017). Moreover, few published studies exist that have examined the effects of vocabulary interventions in second grade, a critical time where students are transitioning from learning to read to reading to learn. Thus, a potential solution to increase vocabulary instruction is through technology.

Research Design: We randomly assigned 48 girls in four second grade classrooms in one school to participate in the Canvas vocabulary intervention, or receive business as usual instruction. The student population in the school is comprised of 49% Latinas, 26% White, 17% African American, and 8% other.

Measures: A researcher developed vocabulary measure (Depth of Vocabulary Knowledge, DOK, the Expressive One Word Vocabulary Test, and a science assessment given by the school to all second grade students.

Data Analysis: We used a difference-in-difference analysis to examine the interaction between testing time (pretest & posttest) and assignment condition (control & treatment) as well as the effect of DOK scores on the posttest of science picture assessment.

Results: Preliminary results suggest that girls exposed to the intervention did not significantly improve their vocabulary knowledge of the target words from pretest to posttest compared to girls in the control condition t(21) =.68, p =.50 > .05). However, girls’ vocabulary knowledge at pretest did significantly affect results on the researcher developed vocabulary measure (t(21) =6.3, p < .0001), on the standardized vocabulary measure (t(21)=3.34, p=.003< .05) and on the science assessment (t(21)=3.53, p=.002< .05). Time spent on the intervention was positively associated with student outcomes. Finally, most girls enjoyed working on the program, particularly when they had to record themselves defining and using words in sentences.

Significance: The use of technology to increase student exposure to new words in content areas has the potential to improve their understanding of science phenomena by giving them the academic vocabulary that is necessary to describe and provide accurate science explanations. This support might be particularly important for students with low English language proficiency in the content areas.

Authors

• Doris Luft Baker, University of Texas at Austin

• Nancy Le, Southern Methodist University

• Marlen Collazo, Southern Methodist University