Vocabulary Acquisition: Implication for Reading Comprehension

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Review
"One of the chapters in this book reflects back on 'landmark research summaries' of progress in vocabulary teaching. The present volume is sure to become another classic landmark in the field. A wealth of important research is reviewed--or reported for the first time--in these pages. At a time when the necessity of vocabulary instruction in elementary schools is finally being recognized by state education departments, this book will provide needed support for establishing effective vocabulary curricula."--Andrew Biemiller, PhD, Toronto

"A significant contribution to the literacy field. The authors, all well-respected experts, examine the relationship between vocabulary acquisition and reading development from a variety of cultural, linguistic, and historical perspectives. Research on vocabulary development from the primary grades through secondary school is comprehensively reviewed, motivating the reader to consider how we can better attend to vocabulary instruction in the classroom. This book will be valuable as a resource and text for graduate-level students pursuing a degree in literacy or a related field."--Heather Kenyon Casey, PhD, Graduate School of Education, Rutgers, The State University of New Jersey

"The leading researchers in this area have compiled an unparalleled volume on arguably the most pressing issue for researchers and practitioners--the complexity of vocabulary knowledge and its nuanced relationship with reading ability and academic achievement. This volume is certain to advance the field. Further, it will raise awareness of the need to generate knowledge about effective practices for bolstering the vocabulary levels and literacy rates of English language learners and native speakers alike."--Nonie K. Lesaux, PhD, Harvard Graduate School of Education
Product Description
Understanding a text requires more than the ability to read individual words: it depends greatly on vocabulary knowledge. This important book brings together leading literacy scholars to synthesize cutting-edge research on vocabulary development and its connections to reading comprehension. The volume also reviews an array of approaches to assessing vocabulary knowledge and helping diverse learners build their skills. Key topics include the relationship of vocabulary acquisition to phonological awareness and to morphological processing, the role of parents in supporting early language development, and considerations in teaching English language learners and children with reading disabilities.

Product Details

  • Paperback: 301 pages
  • Publisher: The Guilford Press; 1 edition (October 13, 2006)
  • Language: English
  • ISBN-10: 1593853386
  • ISBN-13: 978-1593853389
  • Product Dimensions: 8.8 x 6 x 1 inches
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Assessing Vocabulary

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Series: Cambridge Language Assessment
Author: Read, John
Publisher: Cambridge University Press
Format: Paperback
ISBN-10: 0521627419
ISBN-13: 9780521627412
Publication Date: 2000

Description: This volume presents a framework that expands the traditional concept of a vocabulary test to cover a range of procedures for assessing the vocabulary knowledge of second language learners. research on vocabulary acquisition and use; research on vocabulary assessment; vocabulary tests - four case studies; the design of discrete vocabulary tests; comprehensive measures of vocabulary; further developments in vocabulary assessment.

Contents: The place of vocabulary in language assessment; the nature of vocabulary; research on vocabulary acquisition and use; research on vocabulary assessment; vocabulary tests - four case studies; the design of discrete vocabulary tests; comprehensive measures of vocabulary; further developments in vocabulary assessment.
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Teaching and Learning Vocabulary

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Although proficiency in vocabulary has long been recognized as basic to reading proficiency, there has been a paucity of research on vocabulary teaching and learning over the last two decades. Recognizing this, the U.S. Department of Education recently sponsored a Focus on Vocabulary conference that attracted the best-known and most active researchers in the vocabulary field. This book is the outgrowth of that conference. It presents scientific evidence from leading research programs that address persistent issues regarding the role of vocabulary in text comprehension. Part I examines how vocabulary is learned; Part II presents instructional interventions that enhance vocabulary; and Part III looks at which words to choose for vocabulary instruction.
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Tools for Teaching Academic Vocabulary Grades 4-12

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We've learned a lot in recent years about the important role vocabulary plays in making meaning, yet many teachers still struggle with vocabulary instruction that goes beyond weekly word lists. Effective vocabulary instruction is particularly vital in the content areas, where the specialized language used by “insiders” often creates a barrier to understanding for those new to the subjects. In Inside Words, Janet Allen merges recent research and key content-area teaching strategies to show teachers how to help students understand the academic vocabulary found in textbooks, tests, articles, and other informational texts.


Each instructional tool is listed alphabetically along with its purpose: building background knowledge; teaching words that are critical to comprehension; providing support during reading and writing; developing a conceptual framework; and assessing students' understanding of words and concepts.


Inside Words builds on Janet's previous books Words, Words, Words and Tools for Teaching Content Literacy, to provide a much-needed middle and secondary school resource for teaching vocabulary, not only in the language arts, but in all of the content areas.


Table of Content
Contents
Instructional Strategies and the Tools That Support Them
Acknowledgments
Introduction
Concept Circles
Concept Ladder
Concepts and Vocabulary: Categories and Labels
Contextual Redefinition
Dictoglos
Focused Cloze
Frayer Model
Frequent Contact
"I'm Thinking of a Word..."
I Spy: A Word Scavenger Hunt
Lead
List-Group-Label
Possible Questions
Possible Sentences
Previewing Content Vocabulary
Semantic Feature Analysis
Semantic Mapping
Survival of the Fittest
Think-Pair-Share: Collaborate for Understanding
Vocab-O-Gram
Word Sort
Word Walls
Appendix


About the Authors
Janet Allen is an international consultant recognized for her comprehensive work in reading education. After teaching reading and English for nearly twenty years in Maine, Janet relocated to the University of Central Florida where she taught reading, writing and English education courses; directed the Central Florida Writing Project; and, assisted in the creation of the Orange County Literacy Project. She is now a full-time researcher, writer, and consultant in schools and districts involved in rethinking their approaches to literacy and learning.
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Reviews
Education Book Review - May 2008
"This concept of insider-outsider status, and how it can affect students' ability to fully comprehend certain content area texts and topics, is a powerful argument for teaching vocabulary, and one of the most useful points that Allen makes in this book."
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