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	title        = {Students’ Perception of A Science Text: A Study On The Interrelation Of Vocabulary and Text Comprehension.},
	abstract     = {The study aims at investigating the meaning of texts as resources for learning in science education at secondary school. Here this means focus on the interrelation of knowledge in vocabulary, and ability to comprehend a science text, in a multilingual school setting at grade nine. The study is a part of a larger-scale project, Science and Literacy Teaching (2014-2017).


Even if vocabulary strength predicts the speed and security with which students learn the meanings of unfamiliar words, the students’ knowledge of words grows less through any process of inferring their meanings, one by one, based on the sentences in which they arise, than as a product of learning more generally about the contexts in which they arise (Axelsson, 2002). Consequently, students need to read lots of complex texts – texts that offer them new language, new knowledge and new modes of thoughts. As Hirsch puts it, reading deficit is integrally tied to knowledge deficit (Hirsch, 2011). Ability to read and understand texts in science could also be considered to be important from a variety of democratic perspectives (Cobern, 2005). },
	booktitle    = {Paper presented at ECER, Bolzano Italy, 4-7 Sept 2018.},
	author       = {Lyngfelt, Anna and Johansson, Sofie},
	year         = {2018},