Building Prior Knowledge and Vocabulary in Science in the Intermediate Grades: Creating Hooks for Learning
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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.
author list (cited authors)
Rupley, W. H., & Slough, S.