2nd Edition

Vocabulary Instruction
Research to Practice




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ISBN 9781462503971
Published May 22, 2012 by Guilford Press
354 Pages

USD $39.00

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Book Description

This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading.
 
New to This Edition
*Reflects the latest research and instructional practices.
*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.
*Contributor panel expanded with additional leading researchers.

Table of Contents

Introduction
1. Context for Vocabulary Instruction, Edward J. Kame’enui and James F. Baumann
I. Teaching Specific Vocabulary
2. Direct and Rich Vocabulary Instruction Needs to Start Early, Margaret G. McKeown, Isabel L. Beck, and Cheryl Sandora
3. Teaching Vocabulary in the Primary Grades: Vocabulary Instruction Needed, Andrew Biemiller
4. Vocabulary Instruction for Young Children at Risk of Reading Difficulties: Teaching Word Meanings during Shared Storybook Readings, Michael D. Coyne, Ashley Capozzoli-Oldham, and Deborah C. Simmons
5. Young Word Wizards!: Fostering Vocabulary Development in Preschool and Primary Education, Katherine A. Dougherty Stahl and Steven A. Stahl
II. Teaching Vocabulary-Learning Strategies
6. Teaching Prefixes: Making Strong Instruction Even Stronger, Michael F. Graves, Melanie Ruda, Gregory C. Sales, and James F. Baumann
7. The Vocabulary–Spelling Connection and Generative Instruction: Morphological Knowledge at the Intermediate Grades and Beyond, Shane Templeton
8. Teaching Word-Learning Strategies, James F. Baumann, Elizabeth Carr Edwards, Eileen Boland, and George Font
III. Teaching Vocabulary through Word Consciousness and Language Play
9. Developing Word Consciousness: Lessons from Highly Diverse Fourth-Grade Classrooms, Judith A. Scott, Tatiana F. Miller, and Susan Leigh Flinspach
10. Keep the “Fun” in Fundamental: Encouraging Word Consciousness and Incidental Word Learning in the Classroom through Word Play, Camille L. Z. Blachowicz and Peter Fisher
11. Language Play: Essential for Literacy, Dale D. Johnson, Bonnie Johnson, and Kathleen Schlichting
IV. Special Topics in Vocabulary Instruction
12. Vocabulary Assessment: Making Do with What We Have While We Create the Tools We Need, P. David Pearson, Elfrieda H. Hiebert, and Michael L. Kamil
13. Reading and Vocabulary Growth, Anne E. Cunningham and Colleen Ryan O’Donnell
14. Powerful Vocabulary Instruction for English Learners, Patrick C. Manyak
15. Using Multimedia to Support Generative Vocabulary Learning, Jill Castek, Bridget Dalton, and Dana L. Grisham
16. What Differences in Narrative and Informational Texts Mean for the Learning and Instruction of Vocabulary, Elfrieda H. Hiebert and Gina N. Cervetti

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Editor(s)

Biography

Edward J. Kame’enui, PhD, is Dean–Knight Professor Emeritus, Associate Dean for Academic Affairs, and Founding Director of the Center on Teaching and Learning in the College of Education, University of Oregon. He was founding Commissioner of the National Center for Special Education Research in the Institute of Education Sciences. His research interests include instructional design, vocabulary development and instruction, and learning disabilities.

James F. Baumann, PhD, is the Chancellor’s Chair for Excellence in Literacy Education Emeritus at the University of Missouri–Columbia. A former elementary school teacher, Dr. Baumann was editor of The Reading Teacher, served on the Board of Directors of the International Reading Association and the Literacy Research Association, and is a member of the Reading Hall of Fame. His research interests include elementary reading instruction, vocabulary teaching and learning, and teacher inquiry.

Reviews

"This is the definitive volume on vocabulary instruction by the finest researchers in the field. Eminently readable and replete with practices for teaching, the revised second edition is a 'must have' for any literacy educator."--Donald Bear, PhD, Director, E. L. Cord Foundation Center for Learning and Literacy, University of Nevada, Reno

"In the beginning are the words--that’s the message this book starts with, and it can’t be repeated enough. The editors and stellar contributors do a great job of explaining the issues in vocabulary acquisition in ways that are scientifically sound but also connect with a broader audience of educators. The second edition builds on the solid foundation provided by the original book while adding a new section that is almost worth the price by itself. I recommend this book highly to those who teach words, who are interested in words, and who see the fundamental importance of learning to play and work with words."--Robert Calfee, PhD, Graduate School of Education, Stanford University

"What makes this volume an essential addition to your professional library is that you will turn to it repeatedly--not just for the latest information on effective vocabulary practices, but also for specific ways to implement these practices in your classroom. The book includes chapters by the most knowledgeable scholars of vocabulary instruction. It is a powerful resource for practitioners or for course use."--Sharon Vaughn, PhD, Executive Director, Meadows Center for Preventing Educational Risk, and Manuel J. Justiz Endowed Chair in Education, The University of Texas at Austin

"Vocabulary is too often given short shrift in literacy education, despite students' need for high-quality instruction in word learning strategies and word awareness. This book is a remedy. The volume offers an effective mix of research literature and practical applications that will satisfy teacher educators, practicing teachers, and literacy researchers alike. The combination of perspectives from well-established experts and rising scholars creates a necessary and renewed energy around vocabulary instruction."--Christine A. Mallozzi, PhD, Department of Curriculum and Instruction, University of Kentucky

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