This article synthesized science instruction
studies with preschool and kindergarten children to
understand the magnitude of science instruction’s impact
on young children’s vocabulary outcomes. A total of seven
studies that met criteria for the synthesis and provided
sufficient data for the calculation of effect size were
included. Science instruction has been examined using
science intervention and vocabulary intervention with a
focus on science. The overall mean effect size was mod￾erate (0.66), suggesting that a focus on science increased
young children’s vocabulary outcomes. Science instruction
appears to promote young children’s domain-specific
words. Educational implications of these findings suggest
that there is support for using science instruction to
increase the vocabulary performance of young children.

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Tersedia

• The Effects of Science Instruction on Young Children’s Vocabulary Learning: A Research Synthesis

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