Reading ability impacts “high stakes” standardized tests that science students need to graduate, to enter college or to enter the work force. As a result, the Next Generation Science Standards (NGSS) require science teachers to implement vocabulary techniques amongst other reading strategies for improved content comprehension and test performance. Simple linear regression was applied to determine the effect of average ACT reading scores on average ACT science scores. Path analysis was utilized to explain the impact of science teacher self-efficacy (X1SEFF) and teaching of important terms/facts (N1TERMS) on average ACT reading scores (AVGACTREAD) and average ACT science scores (AVGACTSCI). Those students who have higher average ACT reading scores tend to have higher average ACT science scores. Path coefficients showed that for every standard deviation in X1SEFF, AVGAVTREAD scores increased by .25 standard deviation units. Also, for every standard deviation in X1SEFF, AVGACTSCI scores increased by .20 standard units. On the other hand, science teachers’ emphasis on important science terms produced a statistically nonsignificant negative relationship with students’ average ACT reading scores and average ACT science scores. Thus, for every standard deviation in N1TERMS, AVGACTREAD scores decrease by -.09 standard units. Additionally, for every standard deviation in N1TERMS, AVGACTSCI scores decrease by -.06 standard units. The results implied that when science teachers feel confident about their ability to teach science, there students’ standardized reading and science t est scores are higher. On the other hand, when science teachers placed moderate to heavy emphasis on teaching important science terms and facts, science students’ standardized test scores decreased. As a result, quality professional development on effective reading strategies particularly vocabulary could improve science teachers’ instructional practices on teaching science terms and facts to improve students’ standardized test scores.

Cette étude en anglais de spécialité s’inscrit dans le domaine de la terminologie du discours des annonces pour l’emploi en milieu scientifique, domaine encore inexploré d’un point de vue linguistique. Le discours des annonces pour l’emploi est la somme de plusieurs discours, notamment discours des ressources humaines, discours publicitaire, discours qu’on peut appeler « touristique » et discours scientifique. Puisque le but primordial de l’annonce est de faire la publicité de l’entreprise ou du laboratoire de recherche, le discours scientifique y est réduit au minimum car il s’avère que ce discours ne peut se plier à la finalité et aux contraintes des annonceurs. Après une analyse des vocables des ressources humaines, un travail a été entrepris sur les domaines scientifiques concernés et une nouvelle terminologie a été proposée, articulée notamment autour de hyperdomaines, domaines et sous-domaines scientifiques. L’analyse des vocables scientifiques suggère une distinction nécessaire entre les vocables scientifiques et les termes spécialisés. Enfin, le travail se clôt par un examen des moyens linguistiques et graphiques mis en œuvre dans le discours publicitaire. / This dissertation focuses on English for Specific Purposes and more particularly on the terminology of scientific job advertisements discourse, an area still in pristine condition from a linguistic point of view. Job advertisements discourse is the sum of various discourses, i.e. human resources, advertising as well as a discourse which may be termed as "tourist" discourse and scientific discourse. Since the main purpose of advertisements is to advertise the company or the research laboratory, science discourse is minimized because it appears that this particular discourse fails to comply with the announcers’ ultimate aim. Once an analysis of human resources terms was done, a study was undertaken on scientific fields and a new terminology has been suggested, namely that of scientific hyperfields, fields and sub-fields. The analysis of scientific terms calls for a necessary distinction that has to be made between scientific terms and specialized terms. At last, the dissertation undertakes an analysis of linguistic and graphic means used in the advertising discourse.