Academic Vocabulary Volume in Elementary Grades Disciplinary Textbooks

Autor/inn/en	Fitzgerald, Jill; Relyea, Jackie Eunjung; Elmore, Jeff
Titel	Academic Vocabulary Volume in Elementary Grades Disciplinary Textbooks
Quelle	In: Journal of Educational Psychology, 114 (2022) 6, S.1257-1276 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fitzgerald, Jill) ORCID (Relyea, Jackie Eunjung) ORCID (Elmore, Jeff)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000735
Schlagwörter	Academic Language; Vocabulary Development; Elementary School Students; Textbooks; Computational Linguistics; Social Studies; Science Instruction; Mathematics Instruction; Difficulty Level; Longitudinal Studies; Content Area Reading; Intellectual Disciplines; Content Analysis; English; Language Arts; Content Area Writing; Evaluators; Classification; Prediction; Publishing Industry; Instructional Program Divisions + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Wortschatzarbeit; Textbook; Text book; Schulbuch; Lehrbuch; Linguistics; Computerlinguistik; Gemeinschaftskunde; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Schwierigkeitsgrad; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sinnerfassendes Lesen; Geisteswissenschaften; Inhaltsanalyse; English language; Englisch; Sprachkultur; Schriftliche Übung; Classification system; Klassifikation; Klassifikationssystem; Vorhersage
Abstract	The purpose of the study was to assess the volume of academic vocabulary in elementary grades disciplinary textbooks. Academic vocabulary was examined in a corpus of best-selling elementary grades textbooks in three disciplinary areas--science, mathematics, and social studies. Academic words in texts were determined through automated procedures involving statistical modeling. Four academic vocabulary variables were created: Total Academic Words; Discipline-Match Academic Words (science domain-specific academic words in science textbooks, and so on); High Challenge Total Academic Words; and High Challenge Discipline-Match Academic Words. Longitudinal multilevel Poisson regression was conducted for selected research issues. Main conclusions were: (a) The estimated overall elementary grades volume of academic vocabulary in disciplinary textbooks was relatively high. Summed across all grades and disciplines, 31% of all of the estimated unique word types in the textbooks were academic word types. By the end of elementary school, children who read or listened to disciplinary textbooks like the ones in the present study corpus would have been exposed to approximately one academic word type for every three unique word types encountered. (b) Moreover, approximately one or two of every four or five academic word types was estimated to be a word that would present challenge to typically developing and struggling students. (c) For all three disciplines, with minor exception, the estimated volume of newly-appearing academic words in a grade increased through the earliest grades, tended to peak in third or fourth grade, and then decelerated slightly thereafter. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01