ERIC Number: EJ833793
Record Type: Journal
Publication Date: 2009-Apr
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1057-3569
EISSN: N/A
Using Explicit Instruction to Promote Vocabulary Learning for Struggling Readers
Taylor, D. Bruce; Mraz, Maryann; Nichols, William D.; Rickelman, Robert J.; Wood, Karen D.
Reading & Writing Quarterly, v25 n2-3 p205-220 Apr 2009
Research supports the need for active vocabulary learning across grade levels and subject areas to help increase readers' comprehension of diverse texts that they encounter. Given the increasing emphasis on decoding and reading comprehension, the relative importance of vocabulary instruction has been diminished in recent years. The authors argue that explicit support for vocabulary is an important aspect of reading instruction across the primary- and secondary-grade levels. Explicit vocabulary strategies for classroom use are included. (Contains 6 figures and 1 footnote.)
Descriptors: Reading Comprehension, Vocabulary, Vocabulary Development, Reading Instruction, Teaching Methods, Decoding (Reading), Elementary School Students, Secondary School Students, Prior Learning, Morphemes, Instructional Materials, Knowledge Level, Semantics
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A