The effects of implementing strategic vocabulary activities and writing activities with reasoning strategies on student understanding of eighth grade earth science concepts

Abstract

Research has shown there is a connection between vocabulary knowledge and student comprehension, though using vocabulary in constructed response questions often reveals a lack of understanding. This study examined the effect of implementing strategic vocabulary and writing activities with reasoning strategies based on the Universal Intellectual Standards to improve student comprehension of eighth grade earth science concepts. While resistance was encountered with implementation, valuable lessons were learned regarding future work in this area.