Vocabulary Instruction: Research to Practice (Solving Problems in the Teaching of Literacy) - Softcover

Softcover

ISBN 10: 1572309326 ISBN 13: 9781572309326

Publisher: The Guilford Press, 2003

Synopsis

This highly practical book presents research-based approaches to building students' vocabulary and promoting a lifelong appreciation of words. Prominent researchers identify and discuss the multiple components of effective vocabulary instruction--teaching the meanings of specific words, teaching students strategies for learning new words on their own, and providing opportunities for word and language play. In every chapter, findings on the processes of successful vocabulary learning are translated into useful, effective instructional activities and techniques. Outlined are important new ideas for designing curricula and providing experiences that help students of all ages and skill levels gain access to the meanings of words that they read. Throughout, engaging classroom examples enhance the utility of this teacher-friendly resource.

About this title

Excerpt. © Reprinted by permission. All rights reserved.

Chapter 1: Vocabulary: The Plot of the Reading Story Edward J. Kame'enui and James F. Baumann Part I: Teaching Specific Vocabulary Chapter 2: Direct and Rich Vocabulary Instruction Margaret G. McKeown and Isabel L. Beck Chapter 3: Teaching Vocabulary in the Primary Grades: Vocabulary Instruction Needed Andrew Biemiller Chapter 4: Vocabulary Instruction for Young Children at Risk of Experiencing Reading Difficulties: Teaching Word Meanings during Shared Storybook Readings Michael D. Coyne, Deborah C. Simmons, and Edward J. Kame'enui Chapter 5: Word Wizards All!: Teaching Word Meanings in Preschool and Primary Education Steven A. Stahl and Katherine A. Dougherty Stahl Part II: Teaching Vocabulary-Learning Strategies Chapter 6: Teaching Prefixes: As Good As It Gets? Michael F. Graves Chapter 7: The Developing Vision of Vocabulary Instruction Robert J. Marzano Chapter 8: The Vocabulary--Spelling Connection: Orthographic Development and Morphological Knowledge at the Intermediate Grades and Beyond Shane Templeton Chapter 9: Word Study for Vocabulary Development: An Ecological Perspective on Instruction during the Early Stages of Literacy Learning Donald R. Bear and Lori Helman Chapter 10: Unlocking Word Meanings: Strategies and Guidelines for Teaching Morphemic and Contextual Analysis Elizabeth Carr Edwards, George Font, James F. Baumann, and Eileen Boland Part III: Teaching Vocabulary through Word Consciousness and Language Play Chapter 11: Logology: Word and Language Play Dale D. Johnson, Bonnie von Hoff Johnson, and Kathleen Schlichting Chapter 12: Developing Word Consciousness Judith A. Scott and William E. Nagy Chapter 13: Keep the "Fun" in Fundamental: Encouraging Word Awareness and Incidental Word Learning in the Classroom through Word Play Camille L. Z. Blachowicz and Peter Fisher

Review

"If you are a classroom teacher, a reading specialist, a reading coach, a district staff developer, a central office reading supervisor, or a professor teaching foundational courses on reading strategies, you'll want this book! Invite a group of colleagues to read and discuss this text with you. Make it the focus of your next education book club or one of the texts you suggest for your university course. Taken as a whole or section by section, the book presents valuable information to broaden your understanding of vocabulary development and vocabulary instruction. Each chapter offers theoretically and empirically based information.You'll learn from the field's most knowledgeable researchers as they present strategies for teaching specific words, for teaching ways to learn words, and for building word consciousness while engaging students in language play. Each chapter is highly readable, practical, and fun. You'll find many new ideas for enriching and extending your classroom teaching and helping students gain greater access to the meanings of words they read."--Kathy Jongsma, EdD, Orlando, Florida

"This comprehensive volume is an essential tool for researchers and practitioners committed to improving students' literacy achievement. It provides the best information available from outstanding scholars who clearly explain why and how to help students increase their understanding of the words they encounter in reading. An excellent resource, it presents research-based strategies that can be put to use in classrooms and are likely to engage student interest."--Lois G. Dreyer, PhD, Southern Connecticut State University

"Comprehension occurs when readers actively construct meaning by engaging with the words they read and integrate new knowledge into what they already know. Vocabulary acquisition is an essential component of comprehension, yet one that has been overlooked in recent years. Baumann and Kame'enui masterfully highlight the significance of research on this critical topic and present instructional practices that are thoughtful, engaging, and meaning-based. This volume will prove invaluable to reading and curriculum specialists who seek to provide teachers with support and guidance for working with our ever-diversifying student population."--Elizabeth W. English, PhD, Principal, Sunrise Valley Elementary School, Fairfax County, VA

"This book is essential for all teachers of reading in the elementary grades. Moving beyond the mechanics of reading, chapters written by an outstanding group of established scholars address specific issues regarding content and methodologies for vocabulary instruction. In addition to educators, speech-language pathologists will find this an excellent resource. It will also be an invaluable text for undergraduate- and graduate-level courses in reading instruction."--Linda J. Lombardino, PhD, Department of Communication Sciences and Disorders, University of Florida

About this edition

• Publisher: The Guilford Press
• Publication date: 2003
• ISBN 10: 1572309326
• ISBN 13: 9781572309326
• Binding: Paperback
• Edition number: 1
• Number of pages: 244
• Editor: James F. Baumann, Edward J. Kame'enui