Curricular Features Related to Enhanced Vocabulary Talk in Science: An Instrumental Case Study

• In Event: Poster Session 4: Reading and Reasoning Across Sources

Abstract

Although oral language and vocabulary development have a significant impact on students’ literacy and science learning, little is known about how teachers promote this development in early-elementary science instruction. Therefore, this study examined the ways a kindergarten teacher supported oral language and vocabulary development during science instruction. After identifying vocabulary talk moves, we examined the curricular materials the teacher used in order to address the following research question: What features of science curriculum materials are related to a kindergarten teacher’s enhanced vocabulary talk? We found three related features: identification of target words, text selection with prompts to support extra-textual talk, and discussion prompts that include target words and/or engage students in active processing.

Authors

• Blythe E. Anderson, University at Buffalo - SUNY

• Tanya S. Wright, Michigan State University

• Amelia Wenk Gotwals, Michigan State University