This action research project was designed to incorporate two vocabulary strategies in the 'classroom to increase student learning for English language learners in science. Introduction of key words prior to starting a new chapter and incorporating pictures into glossaries are the two strategies used during the project. Teacher generated chapter pre-assessments, post-assessments, and summative assessments results were used to determine the impact of the strategies on English language learners.
|Commitee:||Henriques, Laura, Zwiep, Susan Gomez|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 53/06M(E), Masters Abstracts International|
|Subjects:||English as a Second Language, Secondary education, Science education|
|Keywords:||English language learners, Science vocabulary, Vocabulary strategies|
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