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Author:   Edward J. Kame'enui (University of Oregon, United States) ,  James F. Baumann (University of Missouri–Columbia (Emeritus), United States) ,  Isabel L. Beck ,  Andrew Biemiller
Publisher:   Guilford Publications
Imprint:   Guilford Press
Edition:   2nd edition
Dimensions:   Width: 15.20cm , Height: 2.40cm , Length: 22.90cm
Weight:   0.594kg
ISBN:  

9781462503988

ISBN 10:   1462503985
Pages:   354
Publication Date:   08 May 2012
Audience:   Professional and scholarly ,  College/higher education ,  Professional & Vocational ,  Tertiary & Higher Education
Format:   Hardback
Publisher's Status:   Active
Availability:   Out of stock  
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Table of Contents

Introduction 1. Context for Vocabulary Instruction, Edward J. Kame’enui and James F. BaumannI. 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. StahlII. 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 FontIII. 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 SchlichtingIV. 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

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, 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 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)

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, University of Texas 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

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, University of Texas 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

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 -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. (on previous edition)--English Quarterly, 3/31/2012ffPresents 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. (on previous edition)--Curriculum Connections, 3/31/2012ffA 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. (on previous edition)--Childhood Education, 3/31/2012ffA 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, 11/1/2012

This is the definitive volume in 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 <br> 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, School of Educat

Author Information

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.

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