Learn to assess and enhance your vocabulary skills!
Finally teachers have access to a professional development series, Evidence-Based Instruction in Reading, written specifically to guide them in sharpening their understanding of the five key components to Reading First—phonemic awareness, phonics, vocabulary, fluency, and comprehension. This book focuses on vocabulary, but each volume in the five-part series addresses one key component and presents friendly tips and strategies that teachers can take right into the classroom.
How to make Vocabulary work for you!
- Each chapter offers recommendations for incorporating appropriate reading materials, fostering productive home–school connections, and promoting students’ desire to learn to read and write.
- Read current key research studies and findings and learn about their implications for classroom practice.
- Discover how to evaluate your current practices and create concrete plans for change.
- Start a learning community or book club and share your knowledge with colleagues.
- Access useful resources and links to extend and enrich your own learning beyond the classroom.
Teachers rave about A Professional Development Guide to Vocabulary!
“This book is one that will be used from cover to cover. [T]he book is a wealth of actual activities to use for vocabulary growth. What teacher or staff development instructor wouldn’t want all this information at their fingertips?”
—Cathy Taylor, Reading First literacy coach, Stewart County Elementary School, Lumpkin, GA
Also available in the Evidence-Based Instruction in Reading Series:
A Professional Development Guide to Phonemic Awareness
©2008 ISBN: 0-205-45628-6
A Professional Development Guide to Phonics
©2008 ISBN: 0-205-45630-8
A Professional Development Guide to Fluency
©2008 ISBN: 0-205-45629-4
A Professional Development Guide to Comprehension
©2008 ISBN: 0-205-45627-8
Evangeline Newton is Professor of Literacy Education and Director of the Center for Literacy at the University of Akron. She teaches literacy methods courses and professional development workshops to elementary and middle school teachers in Ohio school districts. She also chairs the Reading Review Board of the Ohio Resource Center for Mathematics, Science and Reading . Evangeline has researched and written on several topics. With Tim Rasinski, Nancy Padak, and Rick M. Newton, she coauthored Building Vocabulary from Word Roots (Levels 3-8), a curriculum series for elementary and middle school students. She serves on the Editorial Review Board of The Reading Teacher and was a co-editor of The Ohio Reading Teacher. A former St. Louis public school teacher, Evangeline holds a B.A. degree from Washington University in St. Louis , and M.A.T. degree from Webster University, and a Ph.D. degree from Kent State University.
Nancy Padak is a Distinguished Professor of Education at Kent State University where she directs the Reading and Writing Center and teaches graduate courses in literacy education and recently received the honor of Kent State University Distinguished Professor. She was a part of the team that wrote the initial grant to fund the state literacy resource center at Kent State University-Ohio Literacy Resource Center (OLRC) and has been a middle school and high school classroom teacher and administrator in a large urban school district. She frequently works with teachers, has written or edited a dozen books and more than 100 scholarly articles. Nancy is a past College Reading Association President and a former Editor of The Reading Teacher. She currently edits the Journal of Literacy Research. Nancy . Nancy has three grown children, Katie, Mike and Matt. Her husband, Gary is Dean of Undergraduate Studies at Kent State. She enjoys reading, traveling, and spending time with family and friends.
Dr. Timothy Rasinski is a Professor of Education in the Department of Teaching, Leadership, and Curriculum Studies. He teaches graduate and undergraduate courses in literacy education. His major interests include working with children who find reading difficult, phonics and reading fluency instruction, and teacher development in literacy education. He has published over 100 articles and 10 books on various aspects of reading education. Dr. Rasinski is past editor of The Reading Teacher and is currently an editor for the Journal of Literacy Research. He has served as president of the College Reading Association and he currently serves on the Board of Directors of the International Reading Association. He earned bachelor degrees in economics and education at the University of Akron and the University of Nebraska at Omaha. His master's degree in special education also comes from the University of Nebraska at Omaha. Dr. Rasinski was awarded the Ph.D. from The Ohio State University.
