01706nam a22002057a 4500 20240508125012.0 240508b |||||||| |||| 00| 0 eng d 0022-0671 Henschel, Sofie Structure and associations of science vocabulary, general academic vocabulary, and science knowledge (Journal Article) USA : Taylor and Francis Group ,2023 356-370p. The Journal of Educational Research Volume 116, 2023 - Issue 6, 2023 ***______{For Hard Copy, Please visit Library.}________*** Abstract: We examined the structure of domain-specific academic science vocabulary, general academic vocabulary, and conceptual science knowledge and their impact on each other across two measurement points in a sample of 388 German third graders. Results show that the three constructs can be empirically differentiated. The high latent correlation between science vocabulary and general academic vocabulary suggests that science vocabulary is a language-related rather than a knowledge-related construct. Furthermore, science knowledge and science vocabulary predicted each other. By contrast, general academic vocabulary was only associated with science vocabulary but not with science knowledge acquisition. Neither science knowledge nor science vocabulary predicted general academic vocabulary at the end of the school year, suggesting it might be less sensitive to regular instruction. Academic language| elementary school| science competence| vocabulary Heppt, Birgit | Hardy, Ilonca https://doi.org/10.1080/00220671.2023.2269545 PER 0 0 0 0 RIEBPL RIEBPL 2024-05-08 0 2024-05-08 12:50:24 2024-05-08 PER 45831 45830