Use of Audio Modification in Science Vocabulary Assessment

Autor/in	Adiguzel, Tufan
Titel	Use of Audio Modification in Science Vocabulary Assessment
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 7 (2011) 4, S.215-225 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Elementary School Science; Grade 5; Vocabulary Development; Tests; Auditory Stimuli; At Risk Students; Investigations; Student Attitudes + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Wortschatzarbeit; Examination; Prüfung; Examen; Auditive Stimulation; Untersuchung; Schülerverhalten
Abstract	The purposes of this study were to examine the utilization of audio modification in vocabulary assessment in school subject areas, specifically in elementary science, and to present a web-based key vocabulary assessment tool for the elementary school level. Audio-recorded readings were used to replace independent student readings as the task demand for progress monitoring science vocabulary for 162 fifth grade students in 14 schools. Scores on vocabulary tests obtained by students who used the audio texts for readings were compared with scores obtained by the same students who did not use the audio texts. A statistically significant difference between the two scores in favor of the students who used the audio texts was found. Benefits for at-risk students of school failure, and the trend between the amount of audio use and test scores were also investigated. Results suggest that, if appropriately conducted, the use of this type of modification together with written text may enable students feel confident about their science vocabulary knowledge. (Contains 1 table and 2 figures.) (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10