Research to Practice
- This format cannot be shipped to your selected country.
- The Taylor & Francis Group cannot sell Guilford Press products in your shipping region.
Table of Contents
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.
"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