東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

An analysis of the words appearing i...

Nair, Marnie.

FindBook

Google Book

Amazon

博客來

An analysis of the words appearing in middle school textbooks.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An analysis of the words appearing in middle school textbooks./
作者:	Nair, Marnie.
面頁冊數:	97 p.
附註:	Adviser: Catherine Snow.
Contained By:	Dissertation Abstracts International68-06A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3271697
ISBN:	9780549110675

An analysis of the words appearing in middle school textbooks.
Nair, Marnie.

An analysis of the words appearing in middle school textbooks. - 97 p.

Adviser: Catherine Snow.

Thesis (Ed.D.)--Harvard University, 2007.

This dissertation presents three studies of middle school textbooks in math, science and social studies. Textbooks widely used in regular education middle school classrooms were the subject of the analysis. The purposes of this work are two-fold. The first is to advance our understanding of the words contained in academic text to determine which words middle school students must know in order to read for understanding in the content area classroom. The second is to develop and explicate new ways of thinking about the words making up academic text that are particularly useful to content area teachers. Chapter l, an examination of math and social studies textbooks, revealed that an average of 25% of the text consisted of words likely to challenge struggling readers. Because 90--95% of text must be known in order for comprehension to occur, this study suggests that limited vocabulary knowledge is likely to affect academic performance in the content area classroom, and by implication identifies the words on which vocabulary instruction in the middle grades should focus. Chapter 2 proposes a framework for classifying the words found in academic text based on an analysis of social studies textbooks. This framework proposes that there are two functions for words in academic text and therefore two categories for words. There are the words that represent the course 'content' material. All other words work to 'deliver' this content material to the reader. This study presents evidence that the proposed framework provides a means for making objective and data-driven decisions regarding vocabulary instruction in the social studies classroom. In Chapter 3, glossaries from math, science and social studies textbooks were analyzed to determine whether they are constructed in ways that promote new word learning. This study provided evidence that glossaries fall short in providing sufficient support for learning new words, especially to below grade-level readers, and therefore are unlikely to promote reading comprehension. Because textbook glossaries were found to be highly similar across disciplines (as well as across grade levels), the research-based recommendations provided for supplementing the use of the glossary are relevant to all content area teachers.

ISBN: 9780549110675Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

An analysis of the words appearing in middle school textbooks.
LDR:03162nam 2200289 a 45 001 955254
005 20110622
008 110622s2007 ||||||||||||||||| ||eng d
020 $a 9780549110675
035 $a (UMI)AAI3271697
035 $a AAI3271697
040 $a UMI $c UMI
100 1 $a Nair, Marnie. $3 1278718
245 1 3 $a An analysis of the words appearing in middle school textbooks.
300 $a 97 p.
500 $a Adviser: Catherine Snow.
500 $a Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2306.
502 $a Thesis (Ed.D.)--Harvard University, 2007.
520 $a This dissertation presents three studies of middle school textbooks in math, science and social studies. Textbooks widely used in regular education middle school classrooms were the subject of the analysis. The purposes of this work are two-fold. The first is to advance our understanding of the words contained in academic text to determine which words middle school students must know in order to read for understanding in the content area classroom. The second is to develop and explicate new ways of thinking about the words making up academic text that are particularly useful to content area teachers. Chapter l, an examination of math and social studies textbooks, revealed that an average of 25% of the text consisted of words likely to challenge struggling readers. Because 90--95% of text must be known in order for comprehension to occur, this study suggests that limited vocabulary knowledge is likely to affect academic performance in the content area classroom, and by implication identifies the words on which vocabulary instruction in the middle grades should focus. Chapter 2 proposes a framework for classifying the words found in academic text based on an analysis of social studies textbooks. This framework proposes that there are two functions for words in academic text and therefore two categories for words. There are the words that represent the course 'content' material. All other words work to 'deliver' this content material to the reader. This study presents evidence that the proposed framework provides a means for making objective and data-driven decisions regarding vocabulary instruction in the social studies classroom. In Chapter 3, glossaries from math, science and social studies textbooks were analyzed to determine whether they are constructed in ways that promote new word learning. This study provided evidence that glossaries fall short in providing sufficient support for learning new words, especially to below grade-level readers, and therefore are unlikely to promote reading comprehension. Because textbook glossaries were found to be highly similar across disciplines (as well as across grade levels), the research-based recommendations provided for supplementing the use of the glossary are relevant to all content area teachers.
590 $a School code: 0084.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Secondary. $3 539262
650 4 $a Language, Modern. $3 1018098
690 $a 0291
690 $a 0533
690 $a 0727
710 2 $a Harvard University. $3 528741
773 0 $t Dissertation Abstracts International $g 68-06A.
790 $a 0084
790 1 0 $a Snow, Catherine, $e advisor
791 $a Ed.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3271697