Description
The purpose of this meta-analysis is to examine the effect of vocabulary interventions on the science vocabulary and knowledge of English learners who are culturally and linguistically diverse. After searching four databases and conducting hand searches, the authors identified nine studies that met their criteria. All of the studies included treatment and control groups, and five of the studies were randomized control trials. Effects analysis indicated main effects of the interventions on science vocabulary and science knowledge for all students, English learners and non-English learners (g = 0.66). Moderator analysis indicated that type of intervention, type of outcome (science vocabulary, science knowledge, general academic vocabulary), age, and whether the assessment outcome was standardized or researcher developed had a significant moderating effect of the intervention on science outcomes. The authors discuss findings in the context of other meta-analyses and science vocabulary studies.
Citation
Baker, D. L., Moradibavi, S., Liu, Y., Huang, Y., & Sha, H. (2025). Effects of interventions on science vocabulary and content knowledge: A meta-analysis. Research in Science Education. Advance online publication. https://doi.org/10.1007/s11165-025-10236-2