Building Prior Knowledge and Vocabulary in Science in the Intermediate Grades: Creating Hooks for Learning Academic Article

abstract

• Vocabulary knowledge is a salient factor influencing success both in and out of school. The specialized vocabulary knowledge in science represents the concept-laden hooks on which learning is hung and enables students to build prior knowledge through the expansion of these conceptual hooks. We have identified four levels of learners-struggling readers (SR), English Language Learners (ELL), breakthrough learners (BL), and conceptual learners (CL)-that are found in almost every intermediate and middle school classroom in the United States, including science. We propose a focus on science learning with strong theoretical and practical supports from reading and the purposeful combination of narrative informational text, textbooks, and hands-on science activities in a manner that is adaptable to the needs of all students in learning science. Association of Literacy Educators and Researchers.

authors

• Rupley, William

published proceedings

• LITERACY RESEARCH AND INSTRUCTION

author list (cited authors)

• Rupley, W. H., & Slough, S.

citation count

• 22

complete list of authors

• Rupley, William H||Slough, Scott

publication date

• January 2010

publisher

• Taylor & Francis  Publisher

published in

• Literacy Research and Instruction  Journal

keywords

• Informational Text
• Intermediate Grades
• Prior Knowledge
• Reading
• Science Texts
• Vocabulary

Digital Object Identifier (DOI)

• 10.1080/19388070902780472

start page

• 99

end page

• 112

volume

• 49

issue

• 2

URL

• http%3A%2F%2Fdx.doi.org%2F10.1080%2F19388070902780472

user-defined tag

• 4 Quality Education