The purpose of the present study was to examine possible shifts in the presence of academic vocabulary across the past six decades for a continually best-selling first-grade core reading program. The authors examined seven program years dating from 1962 to 2013 and computationally determined four categories of academic vocabulary (science, mathematics, social studies, and general academic) in each program. The primary research question was, Did the volume of academic words in a program year rise with advancing years? A secondary supplementary question was, Did the propensity toward academic affinity of a program considered as a whole rise with advancing years? The authors employed two types of academic word measures: (1) A word was deemed to be academic or not, and if it was academic, it was assigned to one of the four academic categories, and then academic words were counted; and (2) a novel measure, academic affinity, was a continuous measure of the probability that a word was academic (in each of the four academic vocabulary categories). The authors conducted Poisson regression modeling and hierarchical generalized linear modeling. The main conclusions were that later first-grade core reading program years included a moderately higher volume of science, social studies, and total academic words as compared with earlier years and that the science, social studies, and general academic affinity of the program as a whole was statistically higher in later years, but in practical terms, the change was not remarkable.

中文翻译：

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六年级核心阅读课程学术词汇的存在是否发生了变化？

本研究的目的是检查在过去 60 年中学术词汇在持续畅销的一年级核心阅读项目中可能发生的变化。作者检查了从 1962 年到 2013 年的七个项目年，并通过计算确定了每个项目中的四类学术词汇（科学、数学、社会研究和一般学术）。主要的研究问题是，一个项目年度的学术词汇量是否随着年份的增长而增加？第二个补充问题是，一个项目的学术亲和力是否随着年龄的增长而上升？作者采用了两种学术词汇量度：（1）一个词被认为是学术性的，如果是学术性的，则将其分配到四个学术类别之一，然后算学术字数；(2) 一个新的衡量标准，学术亲和力，是一个词是学术性的概率的连续衡量标准（在四个学术词汇类别中的每一个类别中）。作者进行了泊松回归建模和分层广义线性建模。主要结论是，与早些年相比，后来的一年级核心阅读项目包括适度更高的科学、社会研究和总学术词汇量，并且该项目的科学、社会研究和一般学术亲和力作为整体在后来几年在统计上更高，但在实际中，变化并不显着。是一个词是学术性的概率的连续测量（在四个学术词汇类别中的每一个）。作者进行了泊松回归建模和分层广义线性建模。主要结论是，与早些年相比，后来的一年级核心阅读项目包括适度更高的科学、社会研究和总学术词汇量，并且该项目的科学、社会研究和一般学术亲和力作为整体在后来几年在统计上更高，但在实际中，变化并不显着。是一个词是学术性的概率的连续测量（在四个学术词汇类别中的每一个）。作者进行了泊松回归建模和分层广义线性建模。主要结论是，与早些年相比，后来的一年级核心阅读项目包括适度更高的科学、社会研究和总学术词汇量，并且该项目的科学、社会研究和一般学术亲和力作为整体在后来几年在统计上更高，但在实际中，变化并不显着。