Updated with new strategies, ideas, and websites, this research-based book features a wealth of ideas for developing vocabulary in all content areas. Many of the techniques explored in this book have the broader goal of enhancing the acquisition of content knowledge. The authors do an exceptional job of combining a strong research base with field-tested strategies for developing vocabulary in any K-12 classroom. Chapter topics include learning vocabulary from context, integrating vocabulary and reading strategy instruction, learning vocabulary in literature-based reading instruction, learning vocabulary in the content areas, using dictionaries and other references, assessing vocabulary knowledge, vocabulary instruction for learners with special needs, vocabulary and spelling instruction using structural analysis, and wordplay in the classroom. For elementary school teachers of reading, language arts, social studies, science, and remedial education.
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This invaluable resource prepares future teachers to conduct integrated instruction and work with culturally or mentally diverse populations. It demonstrates--through numerous classroom examples--how vocabulary can be developed in a variety of instructional settings.About the Author:
Camille Blachowicz is Professor of Education at the National College of Education of National-Louis University, where she is Director of the Reading Center and Reading Program. In her long career as an educator, Dr. Blachowicz has been a classroom teacher, team leader, and reading specialist as well as a university educator and staff developer. Her research has been supported by grants from the Spencer Foundation, the Fulbright Council and the International Reading Association. Dr. Blachowicz's many articles have been published in journals ranging from Educational Leadership and Reading Teacher to Reading Research Quarterly. She is also co-author of the books Reading Diagnosis: An Instructional Approach, Teaching Vocabulary in All Classrooms, Reading Comprehension: Strategies for Independent Learners, Reading Street, Fluency Development:From Research to Practice, and the chapter on vocabulary research for the third Handbook of Reading Research along with numerous book chapters and monographs. She also co-edits the series of staff development and in-service books Tools for Teaching Literacy along with Donna Ogle. As a staff developer, Dr. Blachowicz is a frequent speaker at national, local, and international conferences and at meetings of the International Reading Association, where she is a member of the publication committee. Dr. Blachowicz has also been named to the roster of Outstanding Teacher Educators in Reading by the International Reading Association.
Currently, along with her teaching and writing, Dr. Blachowicz is co-directing two projects in urban and suburban schools: Literacy Partners, and the Everybody Reads Fluency Project.
Peter Fisher is a professor of education at National College of Education of National-Louis University where he teaches graduate classes in literacy education. Peter taught in elementary and high schools in England prior to coming to the USA to complete his doctoral studies at SUNY at Buffalo. Peter’s research interests include vocabulary development and the teaching of storytelling. In 1997 he was inducted into the Illinois Reading Hall of Fame.
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Book Description Prentice Hall, 2001. Paperback. Book Condition: New. 2. Bookseller Inventory # DADAX0130418390
Book Description Book Condition: Brand New. Book Condition: Brand New. Bookseller Inventory # 97801304183951.0
Book Description Prentice Hall, 2001. Paperback. Book Condition: New. book. Bookseller Inventory # 0130418390
Book Description Prentice Hall, 2001. Paperback. Book Condition: New. New item. Bookseller Inventory # QX-133-09-7097107