Vocabulary Instruction
Second Edition
Research to Practice
HardcoverPaperbacke-bookprint + e-book
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.
“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)
“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)
“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)
“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
“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—that’s the message this book starts with, and it can’t 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, and Manuel J. Justiz Endowed Chair in Education, The University of Texas at Austin
“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
Table of Contents
Introduction
1. Context for Vocabulary Instruction, Edward J. Kame’enui and James F. Baumann
I. Teaching Specific Vocabulary
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
II. Teaching Vocabulary-Learning Strategies
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
III. Teaching Vocabulary through Word Consciousness and Language Play
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
IV. Special Topics in Vocabulary Instruction
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
16. What Differences in Narrative and Informational Texts Mean for the Learning and Instruction of Vocabulary, Elfrieda H. Hiebert and Gina N. Cervetti
About the Editors
Edward J. Kame’enui, PhD, is Dean–Knight Professor Emeritus, Associate Dean for Academic Affairs, and Founding Director of the Center on Teaching and Learning 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, is the Chancellor’s Chair for Excellence in Literacy Education Emeritus at the University of Missouri–Columbia. A former elementary school teacher, Dr. Baumann was editor of
The Reading Teacher, served on the Board of Directors of the International Reading Association and the Literacy Research Association, and is a member of the Reading Hall of Fame. His research interests include elementary reading instruction, vocabulary teaching and learning, and teacher inquiry.
Contributors
James F. Baumann, PhD, Department of Learning, Teaching, and Curriculum, University of Missouri, Columbia, Missouri
Isabel L. Beck, PhD, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, Pennsylvania
Andrew Biemiller, PhD, Institute of Child Study, Department of Human Development and Applied Psychology, University of Toronto, Toronto, Canada
Camille L. Z. Blachowicz, PhD, National College of Education, National Louis University, Evanston, Illinois
Eileen Boland, MEd, Roosevelt High School, Fresno, California
Ashley Capozzoli-Oldham, MA, Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, Connecticut
Jill Castek, PhD, Graduate School of Education, University of California, Berkeley, Berkley, California
Gina N. Cervetti, PhD, School of Education, University of Michigan, Ann Arbor, Michigan
Michael D. Coyne, PhD, Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, Connecticut
Anne E. Cunningham, PhD, Graduate School of Education, University of California, Berkeley, Berkeley, California
Bridget Dalton, EdD, Department of Teaching and Learning, Vanderbilt University, Nashville, Tennessee
Elizabeth Carr Edwards, PhD, Department of Curriculum Foundations and Reading, Georgia Southern University, Statesboro, Georgia
Peter Fisher, PhD, National College of Education, National Louis University, Evanston, Illinois
Susan Leigh Flinspach, PhD, Department of Education, University of California, Santa Cruz, Santa Cruz, California
George Font, PhD, Department of Early, Elementary, and Reading Education, James Madison University, Harrisonburg, Virginia
Michael F. Graves, PhD, Department of Literacy Education, University of Minnesota, Minneapolis, Minnesota
Dana L. Grisham, PhD, School of Education, National University, La Jolla, California
Elfrieda H. Hiebert, PhD, TextProject, University of California, Santa Cruz, Santa Cruz, California
Bonnie Johnson, PhD, Human Development and Learning, School of Education, Dowling College, Oakdale, New York
Dale D. Johnson, PhD, Literacy Education, School of Education, Dowling College, Oakdale, New York
Edward J. Kame’enui, PhD, College of Education, University of Oregon, Eugene, Oregon
Michael L. Kamil, PhD (Emeritus), School of Education, Stanford University, Stanford, California
Patrick C. Manyak, PhD, Department of Elementary and Early Childhood Education, University of Wyoming, Laramie, Wyoming
Margaret G. McKeown, PhD, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, Pennsylvania
Tatiana F. Miller, PhD cand., Department of Education, University of California, Santa Cruz, Santa Cruz, California
Colleen Ryan O’Donnell, PhD, Institute for Human Development, University of California, Berkeley, Berkeley, California
P. David Pearson, PhD, Graduate School of Education, University of California, Berkeley, Berkeley, California
Melanie Ruda, MA, Seward Inc., Minneapolis, Minnesota
Gregory C. Sales, PhD, Seward Inc., Minneapolis, Minnesota
Cheryl Sandora, PhD, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, Pennsylvania
Kathleen Schlichting, PhD, Watson School of Education, University of North Carolina, Wilmington, Wilmington, North Carolina
Judith A. Scott, PhD, Department of Education, University of California, Santa Cruz, Santa Cruz, California
Deborah C. Simmons, PhD, Department of Educational Psychology, Texas A&M University, College Station, Texas
Katherine A. Dougherty Stahl, EdD, Steinhardt School of Education, New York University, New York, New York
Steven A. Stahl, EdD (deceased), Curriculum and Instruction, College of Education, University of Illinois at Urbana–Champaign, Urbana–Champaign, Illinois
Shane Templeton, PhD, Department of Educational Specialties, College of Education, University of Nevada, Reno, Reno, Nevada
Audience
Classroom teachers in grades PreK–8; reading specialists, curriculum development specialists, and professional development providers; literacy researchers; teacher educators and students.
Course Use
May serve as a text in advanced undergraduate- and graduate-level courses.
Previous editions published by Guilford:
First Edition, © 2004
ISBN: 9781572309326
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.