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OverviewUnderstanding a text requires more than the ability to read individual words: it depends greatly on vocabulary knowledge. This important book brings together leading literacy scholars to synthesize cutting-edge research on vocabulary development and its connections to reading comprehension. The volume also reviews an array of approaches to assessing vocabulary knowledge and helping diverse learners build their skills. Key topics include the relationship of vocabulary acquisition to phonological awareness and to morphological processing, the role of parents in supporting early language development, and considerations in teaching English language learners and children with reading disabilities. Full Product DetailsAuthor: Richard K. Wagner , Andrea E. Muse , Kendra R. TannenbaumPublisher: Guilford Publications Imprint: Guilford Publications Dimensions: Width: 15.20cm , Height: 2.60cm , Length: 22.90cm Weight: 0.560kg ISBN: 9781593853396ISBN 10: 1593853394 Pages: 301 Publication Date: 26 October 2006 Audience: College/higher education , Professional and scholarly , Undergraduate , Postgraduate, Research & Scholarly Format: Hardback 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. Table of Contents1. Vocabulary Acquisition: A Primer, Caroline Phythian-Sence and Richard K. Wagner 2. Vocabulary Development and the Development of Phonological Awareness Skills in Preschool Children, Christopher J. Lonigan 3. Parents' Support of Children’s Language Provides Support for Later Reading Competence, Susan H. Landry and Karen E. Smith 4. Metalinguistic Awareness and the Vocabulary-Comprehension Connection, William Nagy 5. Fostering Morphological Processing, Vocabulary Development, and Reading Comprehension, Joanne F. Carlisle 6. Morphological Structure Awareness, Vocabulary, and Reading, Catherine McBride-Chang, Hua Shu, Jessica Yuen Wai Ng, Xiangzhi Meng, and Trevor Penney 7. Large Problem Spaces: The Challenge of Vocabulary for English Language Learners, Catherine E. Snow and Young-Suk Kim 8. Tapping the Linguistic Resources of Spanish–English Bilinguals: The Role of Cognates in Science, Marco A. Bravo, Elfrieda H. Hiebert, and P. David Pearson 9. Implications of New Vocabulary Assessments for Minority Children, Jill de Villiers and Valerie Johnson 10. Different Ways for Different Goals, but Keep Your Eye on the Higher Verbal Goals, Isabel L. Beck and Margaret G. McKeown 11. Landmark Vocabulary Instructional Research and the Vocabulary Instructional Research That Makes Sense Now, Michael Pressley, Laurel Disney, and Kendra Anderson 12. Working Memory: A System for Learning, Susan E. Gathercole 13. An Individual-Differences Approach to the Study of Reading Comprehension, Christopher Schatschneider, Erin Renee Harrell, and Julie Buck 14. Promising Avenues for Better Understanding Implications of Vocabulary Development for Reading Comprehension, Richard K. Wagner, Andrea E. Muse, and Kendra R. TannenbaumReviews"'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 '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 Author InformationRichard 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. Tab Content 6Author Website:Countries AvailableAll regions |
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