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This is the 2nd edition with a publication date of 3/29/2012.
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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.
Edward J. Kame'enui, PhD, is Dean-Knight Professor of Education, Associate Dean for Research and Outreach, and Director of the Center on Teaching and Learning and the Institute for the Development of Educational Achievement 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, holds the Chancellor's Chair for Excellence in Literacy Education at the University of Missouri–Columbia, where he teaches courses in reading and advises graduate students. His research interests include elementary reading instruction, vocabulary teaching and learning, and teacher inquiry.
Table of Contents
Introduction 1. Context for Vocabulary Instruction, Edward J. Kame\u2019enui 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 \u201cFun\u201d 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\u2019Donnell 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