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ERIC Number: ED531285
Record Type: Non-Journal
Publication Date: 2012-Apr
Pages: 322
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-4625-0398-8
Vocabulary Instruction: Research to Practice. Second Edition
Kame'enui, Edward J., Ed.; Baumann, James F., Ed.
Guilford Publications
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).
Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail:; Web site:
Publication Type: Books; Collected Works - General
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Preschool Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324L060026