Synopses & Reviews
Review
"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--thats the message this book starts with, and it cant 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, University of Texas
"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
Review
"Throughout the book, the authors present clear and detailed descriptions of vocabulary components and approaches, along with explicit examples of their use in the classroom. The chapter layout facilitates reading and retention; the content is served up in digestible morsels separated by meaningful headings and subheadings. This allows busy educators to read as many or as few sections at a time as their schedules permit."--English Quarterly (on previous edition)
Review
"Presents current, research-based approaches to building vocabulary and promoting reading for meaning....Outlines ideas for offering experiences that help students of all ages and skill levels gain access to the meanings of words that they read."--Curriculum Connections (on previous edition)
Review
"A marvelous reference....The various lesson plans, samples and examples bring additional life to any lesson. The activities described in the book should motivate all learners to become actively involved in class."--Childhood Education (on previous edition)
Review
"A comprehensive guide to teaching vocabulary. Chapters contain thorough reviews of the literature and research-based studies in clear, easy-to-read language and practical classroom applications for a wide range of vocabulary instruction issues, all spanning the grade levels and a wide diversity of learners....It stands out as an essential volume for anyone working to help students expand their vocabularies. Essential. Upper-division undergraduates and above."--Choice Reviews
Review
"If you are a classroom teacher, a reading specialist, a reading coach, a district staff developer, a central office reading supervisor, or a professor teaching foundational courses on reading strategies, you'll want this book! Invite a group of colleagues to read and discuss this text with you. Make it the focus of your next education book club or one of the texts you suggest for your university course. Taken as a whole or section by section, the book presents valuable information to broaden your understanding of vocabulary development and vocabulary instruction. Each chapter offers theoretically and empirically based information.You'll learn from the field's most knowledgeable researchers as they present strategies for teaching specific words, for teaching ways to learn words, and for building word consciousness while engaging students in language play. Each chapter is highly readable, practical, and fun. You'll find many new ideas for enriching and extending your classroom teaching and helping students gain greater access to the meanings of words they read."--Kathy Jongsma, EdD, Orlando, Florida
"This comprehensive volume is an essential tool for researchers and practitioners committed to improving students' literacy achievement. It provides the best information available from outstanding scholars who clearly explain why and how to help students increase their understanding of the words they encounter in reading. An excellent resource, it presents research-based strategies that can be put to use in classrooms and are likely to engage student interest."--Lois G. Dreyer, PhD, Southern Connecticut State University
"Comprehension occurs when readers actively construct meaning by engaging with the words they read and integrate new knowledge into what they already know. Vocabulary acquisition is an essential component of comprehension, yet one that has been overlooked in recent years. Baumann and Kame'enui masterfully highlight the significance of research on this critical topic and present instructional practices that are thoughtful, engaging, and meaning-based. This volume will prove invaluable to reading and curriculum specialists who seek to provide teachers with support and guidance for working with our ever-diversifying student population."--Elizabeth W. English, PhD, Principal, Sunrise Valley Elementary School, Fairfax County, VA
"This book is essential for all teachers of reading in the elementary grades. Moving beyond the mechanics of reading, chapters written by an outstanding group of established scholars address specific issues regarding content and methodologies for vocabulary instruction. In addition to educators, speech-language pathologists will find this an excellent resource. It will also be an invaluable text for undergraduate- and graduate-level courses in reading instruction."--Linda J. Lombardino, PhD, Department of Communication Sciences and Disorders, University of Florida
Synopsis
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.
Synopsis
This highly practical book presents research-based approaches to building students' vocabulary and promoting a lifelong appreciation of words. Prominent researchers identify and discuss the multiple components of effective vocabulary instruction--teaching the meanings of specific words, teaching students strategies for learning new words on their own, and providing opportunities for word and language play. In every chapter, findings on the processes of successful vocabulary learning are translated into useful, effective instructional activities and techniques. Outlined are important new ideas for designing curricula and providing experiences that help students of all ages and skill levels gain access to the meanings of words that they read. Throughout, engaging classroom examples enhance the utility of this teacher-friendly resource.
About the Author
Edward J. Kameenui, PhD, is DeanKnight Professor of Education, Associate Dean for Research and Outreach, and Director of the Center on Teaching and Learning and the Institute for the Development of Educational Achievement 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, holds the Chancellors Chair for Excellence in Literacy Education at the University of MissouriColumbia, where he teaches courses in reading and advises graduate students. His research interests include elementary reading instruction, vocabulary teaching and learning, and teacher inquiry.
Table of Contents
Introduction1. Context for Vocabulary Instruction,
Edward J. Kame’enui and
James F. BaumannI. Teaching Specific Vocabulary2. Direct and Rich Vocabulary Instruction Needs to Start Early,
Margaret G. McKeown, Isabel L. Beck, and
Cheryl Sandora3. Teaching Vocabulary in the Primary Grades: Vocabulary Instruction Needed,
Andrew Biemiller4. 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. Simmons5. Young Word Wizards!: Fostering Vocabulary Development in Preschool and Primary Education,
Katherine A. Dougherty Stahl and
Steven A. StahlII. Teaching Vocabulary-Learning Strategies6. Teaching Prefixes: Making Strong Instruction Even Stronger,
Michael F. Graves, Melanie Ruda, Gregory C. Sales, and
James F. Baumann7. The Vocabulary–Spelling Connection and Generative Instruction: Morphological Knowledge at the Intermediate Grades and Beyond,
Shane Templeton8. Teaching Word-Learning Strategies,
James F. Baumann, Elizabeth Carr Edwards, Eileen Boland, and
George FontIII. Teaching Vocabulary through Word Consciousness and Language Play9. Developing Word Consciousness: Lessons from Highly Diverse Fourth-Grade Classrooms,
Judith A. Scott, Tatiana F. Miller, and
Susan Leigh Flinspach10. Keep the “Fun” in Fundamental: Encouraging Word Consciousness and Incidental Word Learning in the Classroom through Word Play,
Camille L. Z. Blachowicz and
Peter Fisher11. Language Play: Essential for Literacy,
Dale D. Johnson, Bonnie Johnson, and
Kathleen SchlichtingIV. Special Topics in Vocabulary Instruction12. Vocabulary Assessment: Making Do with What We Have While We Create the Tools We Need,
P. David Pearson, Elfrieda H. Hiebert, and
Michael L. Kamil13. Reading and Vocabulary Growth,
Anne E. Cunningham and
Colleen Ryan O’Donnell14. Powerful Vocabulary Instruction for English Learners,
Patrick C. Manyak15. 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