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. This second edition: (1) reflects the latest research and instructional practices; (2) contains a 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; and (3) includes an expanded contributor panel with additional leading researchers. Contents of this book include: (1) Context for Vocabulary Instruction (Edward J. Kame'enui and James F. Baumann); (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); (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); (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); (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); and (16) What Differences in Narrative and Informational Texts Mean for the Learning and Instruction of Vocabulary (Elfrieda H. Hiebert and Gina N. Cervetti).