Does science vocabulary instruction increase student comprehension with 7th grade students in middle school

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorMoncur, Leslie LaShaunen
dc.date.accessioned2017-03-21T20:11:53Z
dc.date.available2017-03-21T20:11:53Z
dc.date.issued2016en
dc.description.abstractThis project was conducted to examine how science vocabulary instructional strategies might increase science literacy and comprehension in science. In the literature review, a combination of direct instruction and vocabulary strategies were suggested to improve understanding. During this project, the students spent a lot of time learning vocabulary words for each unit. The summative assessment indicated the students had shown improvement in comprehension and science literacy. Additionally, the students started to use more of the vocabulary terms in their Science Interactive Notebook.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/10078en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.rights.holderCopyright 2016 by Leslie LaShaun Moncuren
dc.subject.lcshMiddle school studentsen
dc.subject.lcshScienceen
dc.subject.lcshVocabularyen
dc.titleDoes science vocabulary instruction increase student comprehension with 7th grade students in middle schoolen
dc.typeProfessional Paperen
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.degree.committeemembersMembers, Graduate Committee: Gerald Nelson; Walter Woolbaugh.en
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage77en

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