Vocabulary Instruction: Research to Practice (Solving Problems in the Teaching of Literacy)

Baumann, James F. & Kame'enui, Edward J. (editors)

ISBN 10: 1572309326 / ISBN 13: 9781572309326

Verlag: The Guilford Press, U.S.A., 2003

Beschreibung

1572309326 Slight wear to cover corners. A sturdy, unmarked copy. This highly practical book presents research-based approaches to building students' vocabulary and promoting a lifelong appreciation of words. Prominent researchers identify and discuss the multiple components of effective vocabulary instruction--teaching the meanings of specific words, teaching students strategies for learning new words on their own, and providing opportunities for word and language play. In every chapter, findings on the processes of successful vocabulary learning are translated into useful, effective instructional activities and techniques. Outlined are important new ideas for designing curricula and providing experiences that help students of all ages and skill levels gain access to the meanings of words that they read. Throughout, engaging classroom examples enhance the utility of this teacher-friendly resource.

Bestandsnummer des Verkäufers 029392

Bibliografische Details

• Titel: Vocabulary Instruction: Research to Practice (Solving Problems in the Teaching of Literacy)
• Verlag: The Guilford Press, U.S.A.
• Erscheinungsjahr: 2003
• Sprache: Englisch
• ISBN-10: 1572309326
• ISBN-13: 9781572309326
• Einband: Soft cover
• Zustand: Very Good
• Buchtyp: Book
• Verkäuferkataloge:
  • English and Other Languages

Über diesen Titel

Inhaltsangabe

This highly practical book presents research-based approaches to building students' vocabulary and promoting a lifelong appreciation of words. Prominent researchers identify and discuss the multiple components of effective vocabulary instruction - teaching the meanings of specific words, teaching students strategies for learning new words on their own, and providing opportunities for word and language play. In every chapter, findings on the processes of successful vocabulary learning are translated into useful, effective instructional activities and techniques. Outlined are important new ideas for designing curricula and providing experiences that help students of all ages and skill levels gain access to the meanings of words that they read. Throughout, engaging classroom examples enhance the utility of this teacher-friendly resource.

Críticas

"'If you are a classroom teacher, a reading specialist, a reading coach, a district staff developer, a central office reading supervisor, or a professor teaching foundational courses on reading strategies, you'll want this book! Invite a group of colleagues to read and discuss this text with you. Make it the focus of your next education book club or one of the texts you suggest for your university course. Taken as a whole or section by section, the book presents valuable information to broaden your understanding of vocabulary development and vocabulary instruction... You'll find many new ideas for enriching and extending your classroom teaching and helping students gain greater access to the meanings of words they read.' - Kathy Jongsma, Literacy Consultant, Orlando, Florida; 'This comprehensive volume is an essential tool for researchers and practitioners committed to improving students' literacy achievement. It provides the best information available from outstanding scholars who clearly explain why and how to help students increase their understanding of the words they encounter in reading. An excellent resource, it presents research-based strategies that can be put to use in classrooms and are likely to engage student interest.' - Lois G. Dreyer, Southern Connecticut State University; 'Comprehension occurs when readers actively construct meaning by engaging with the words they read and integrate new knowledge into what they already know. Vocabulary acquisition is an essential component of comprehension, yet one that has been overlooked in recent years. Baumann and Kame enul masterfully highlight the significance of research on this critical topic and present instructional practices that are thoughtful, engaging, and meaning-based. This volume will prove invaluable to reading and curriculum specialists who seek to"