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ERIC Number: EJ833793
Record Type: Journal
Publication Date: 2009-Apr
Pages: 16
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-1057-3569
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A