Anna Karin Roo
Washington State University
Publications 5
#1Anna Karin Roo (WSU: Washington State University)H-Index: 2
#2Yuliya Ardasheva (WSU: Washington State University)H-Index: 8
#1Thomas R. Tretter (University of Louisville)H-Index: 11
#2Yuliya Ardasheva (Washington State University Tri-Cities)H-Index: 8
Last.Anna Karin Roo (WSU: Washington State University)H-Index: 2
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ABSTRACTThis study investigated ways to foster positive science attitudes among newcomer first-year middle school English learners (n = 79) under two conditions: (1) Extended Science + Extended Literacy (planetarium-based visualisations + vocabulary + comic and trade books) and (2) Extended Science + Literacy (planetarium-based visualisations + vocabulary). The results indicated a statistically and practically meaningful increase in science attitudes (Cohen’s d = 0.43) after an 8-week science un...
#1Yuliya Ardasheva (Washington State University Tri-Cities)H-Index: 8
#2Zhe Wang (WSU: Washington State University)H-Index: 4
Last.Judith A. Morrison (Washington State University Tri-Cities)H-Index: 9
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ABSTRACTThis experimental study explored the impact of representation + glossary label visuals on science outcomes in a sample of 174 Grade 7 English learners (ELs). Analysis of covariance results indicated that, regardless of English proficiency, ELs in both treatment and control conditions performed similarly on reading comprehension (p = .26) and triggered interest (p = .65) measures, with a trend in means favoring the no-visuals, control group. These findings suggest that, although recommend...
2 CitationsSource
#1Anna Karin Roo (WSU: Washington State University)H-Index: 2
#2Yuliya Ardasheva (Washington State University Tri-Cities)H-Index: 8
Last.Margarita Vidrio Magaña (Washington State University Tri-Cities)H-Index: 2
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ABSTRACTThis study examined contributions of academic ability tracking, disciplinary attitudes (science anxiety and self-efficacy), and discipline-specific literacy skills (science and academic vocabulary knowledge) to students’ science achievement in a sample of 104 Grade 8 students (78% current or former English learners [ELs]) enrolled in high- versus low-track (50/50) classrooms at a Pacific Northwest urban junior high school. The final regression model explained 46% of the variance in stude...
3 CitationsSource
Abstract Vocabulary is essential for comprehension and achievement across disciplines. Understanding factors that contribute to vocabulary learning is important, especially for English learners (ELs) studying science, a linguistically and cognitively demanding topic. Our study examined structural relationships among background characteristics, science anxiety and self-efficacy, and science vocabulary learning of 252 Grade 8 students (31% current ELs; 69% former/non-ELs). Path analysis results in...
4 CitationsSource