What Research Has to Say About Vocabulary Instruction

In these pages, some of the best-known scholars in the field present hands-on strategies and useful suggestions for vocabulary instruction that you can put to use in your classroom right away all backed by the most current research. This practical approach makes this an indispensable resource for classroom teachers and researchers at all levels.

Chapters address the needs of many different types of students in many different settings, and offer perspectives on a wide range of key vocabulary topics, including

Teaching root words to young children
Incidental word learning through word play
Direct instruction of vocabulary-learning strategies
Teaching vocabulary in content areas
Instruction in academic vocabulary
Teaching vocabulary to English-language learners

As in the other What Research Has to Say titles, each chapter ends with Questions for Discussion to encourage reflection, spark debate, and extend your professional development.

The International Reading Association is the world's premier organization of literacy professionals. Our titles promote reading by providing professional development to continuously advance the quality of literacy instruction and research.

Research-based, classroom-tested, and peer-reviewed, IRA titles are among the highest quality tools that help literacy professionals do their jobs better.

Some of the many areas we publish in include:

-Comprehension
-Response To Intervention/Struggling Readers
-Early Literacy
-Adolescent Literacy
-Assessment
-Literacy Coaching
-Research And Policy

A strong and continually growing oral and reading vocabulary is a fundamental component for the development and expansion of reading ability and sophistication at all levels. - Alan E. Farstrup & S. Jay Samuels, from the Introduction