Full Product Details
Author: Richard K. Wagner ,
Andrea E. Muse ,
Kendra R. Tannenbaum
Publisher: Guilford Publications
Imprint: Guilford Publications
Edition: New edition
Dimensions:
Width: 15.20cm
, Height: 2.10cm
, Length: 22.90cm
Weight: 0.458kg
ISBN: 9781593853389
ISBN 10: 1593853386
Pages: 301
Publication Date: 16 November 2006
Audience:
College/higher education
,
Professional and scholarly
,
Undergraduate
,
Postgraduate, Research & Scholarly
Format: Paperback
Publisher's Status: Out of Print
Availability: In Print
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.
Reviews
'A wealth of important research is reviewed-or reported for the first time-in these pages. At a time when the necessity of vocabulary instruction in elementary schools is finally being recognized by state education departments, this book will provide needed support for establishing effective vocabulary curricula.' - Andrew Biemiller, PhD, educational consultant, Toronto, Ontario, Canada
"'A wealth of important research is reviewed-or reported for the first time-in these pages. At a time when the necessity of vocabulary instruction in elementary schools is finally being recognized by state education departments, this book will provide needed support for establishing effective vocabulary curricula.' - ""Andrew Biemiller, PhD, educational consultant, Toronto, Ontario, Canada"""
'A wealth of important research is reviewed-or reported for the first time-in these pages. At a time when the necessity of vocabulary instruction in elementary schools is finally being recognized by state education departments, this book will provide needed support for establishing effective vocabulary curricula.' - Andrew Biemiller, PhD, educational consultant, Toronto, Ontario, Canada 'The leading researchers in this area have compiled an unparalleled volume on arguably the most pressing issue for researchers and practitioners - the complexity of vocabulary knowledge and its nuanced relationship with reading ability and academic achievement. This volume is certain to advance the field. Further, it will raise awareness of the need to generate knowledge about effective practices for bolstering the vocabulary levels and literacy rates of English language learners and native speakers alike.' - Nonie K. Lesaux, PhD, Harvard Graduate School of Education, USA 'A significant contribution to the literacy field. The authors, all well-respected experts, examine the relationship between vocabulary acquisition and reading development from a variety of cultural, linguistic, and historical perspectives. Research on vocabulary development from the primary grades through secondary school is comprehensively reviewed, motivating the reader to consider how we can better attend to vocabulary instruction in the classroom. This book will be valuable as a resource and text for graduate-level students pursuing a degree in literacy or a related field.' - Heather Kenyon Casey, PhD, Graduate School of Education, Rutgers, The State University of New Jersey, USA
One of the chapters in this book reflects back on 'landmark research summaries' of progress in vocabulary teaching. The present volume is sure to become another classic landmark in the field. A wealth of important research is reviewed--or reported for the first time--in these pages. At a time when the necessity of vocabulary instruction in elementary schools is finally being recognized by state education departments, this book will provide needed support for establishing effective vocabulary curricula. --Andrew Biemiller, PhD, Toronto A significant contribution to the literacy field. The authors, all well-respected experts, examine the relationship between vocabulary acquisition and reading development from a variety of cultural, linguistic, and historical perspectives. Research on vocabulary development from the primary grades through secondary school is comprehensively reviewed, motivating the reader to consider how we can better attend to vocabulary instruction in the classroom. This book will be valuable as a resource and text for graduate-level students pursuing a degree in literacy or a related field. --Heather Kenyon Casey, PhD, Graduate School of Education, Rutgers, The State University of New Jersey The leading researchers in this area have compiled an unparalleled volume on arguably the most pressing issue for researchers and practitioners--the complexity of vocabulary knowledge and its nuanced relationship with reading ability and academic achievement. This volume is certain to advance the field. Further, it will raise awareness of the need to generate knowledge about effective practices for bolstering the vocabulary levels and literacy rates of English language learners and native speakers alike. --Nonie K. Lesaux, PhD, Juliana W. and William Foss Thompson Professor of Education and Society, Harvard Graduate School of Education
Author Information
Richard K. Wagner, PhD, is Distinguished Research Professor and Binet Professor of Psychology at Florida State University, and Associate Director of the Florida Center for Reading Research. Andrea E. Muse, PhD, is a Research Scientist at the American Institutes for Research in Washington, DC. Kendra R. Tannenbaum, MS, is a doctoral candidate in clinical psychology at Florida State University and a graduate research assistant at the Florida Center for Reading Research.
