Effects of science vocabulary instruction beyond the curriculum text

Julie M. Kubanek

Abstract

This action research sought to answer the question: Will students develop a deeper understanding of science vocabulary with instruction in content vocabulary beyond the curriculum text? The population was 6 first grade students attending an urban public school. Students completed a pretest to determine understanding of target vocabulary words prior to instruction. Explicit instruction was provided for 12 science vocabulary words. A posttest assessed gains in understanding of target science vocabulary words. Results show students made gains in understanding of science vocabulary after explicit instruction.