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E-grāmata: Vocabulary Instruction for Struggling Students

4.60/5 (5 ratings by Goodreads)
(Oregon Research Institute, United States), (University of NebraskaLincoln, United States)
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Vocabulary Instruction for Struggling StudentsPalielināt
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"Addressing a key skill in reading, writing, and speaking, this comprehensive book is grounded in cutting-edge research on vocabulary development. It presents evidence-based instructional approaches for at-risk students, including English language learners and those with learning difficulties. Coverage ranges from storybook reading interventions for preschoolers to direct instruction and independent word-learning strategies for older students. Guidance is provided on using word lists effectively and understanding how word features influence learning. The book also reviews available vocabulary assessment tools and describes how to implement them in a response-to-intervention framework"--Provided by publisher.

Addressing a key skill in reading, writing, and speaking, this comprehensive book is grounded in cutting-edge research on vocabulary development. It presents evidence-based instructional approaches for at-risk students, including English language learners and those with learning difficulties. Coverage ranges from storybook reading interventions for preschoolers to direct instruction and independent word-learning strategies for older students. Guidance is provided on using word lists effectively and understanding how word features influence learning. The book also reviews available vocabulary assessment tools and describes how to implement them in a response-to-intervention framework.

Recenzijas

"This is one of the most comprehensive, accessible, and useful books on vocabulary in recent years. The authors apply key research on vocabulary development to practical considerations about how to improve vocabulary for struggling readers. What words should be featured in instruction? What are the best approaches for young children? What evidence-based approaches can be used for older struggling readers? What are recommended approaches for English language learners? This book will be useful both as a course text and as a primary reference for front-line teachers who are doing vocabulary instruction."--Richard K. Wagner, PhD, Robert O. Lawton Distinguished Professor of Psychology, Florida State University; Associate Director, Florida Center for Reading Research

"Current, conceptually sound, clearly written, and practical. The authors document and explain the interdependence of word form, structure, meaning, and use, and translate basic insights about word learning into detailed descriptions of direct and indirect vocabulary instruction. No important issue is left untreated. This book offers the most complete compilation and reviews available of word lists, instructional techniques, vocabulary programs, and vocabulary assessments. It will be an indispensable resource for teachers, curriculum and test designers, and researchers."--Louisa Moats, EdD, Moats Associates Consulting, Inc.

"Vadasy and Nelsons synthesis of multiple research disciplines is highly advantageous. It is rare to find such a comprehensive collection of research and practice in one book. The authors do an excellent job of providing effective and practical information on vocabulary learning and vocabulary instruction that is inclusive of diverse learners. This book is truly a 'must have' for any prospective or practicing primary or secondary educator who teaches vocabulary."--Torri Ortiz Lienemann, PhD, differentiated learning coordinator, Norris School District, Firth, Nebraska -I was really impressed. It is a treasure trove of research on vocabulary instruction and well worth having as a reference and/or as a course textbook....The many strategies described in this book will definitely help strugglers.--Australian Journal of Learning Difficulties, 5/28/2013

1 Origins of Vocabulary Knowledge and Its Role in Reading Comprehension
1(15)
Chapter Vocabulary
1(1)
Introduction
2(1)
Early Vocabulary Development
2(2)
Vocabulary and the Simple View of Reading Comprehension
4(1)
Acquiring Vocabulary Knowledge
5(5)
Sources of Vocabulary Growth in School-Age Children
10(4)
Instructional Principles
14(2)
2 Word Properties That Affect Vocabulary Instruction
16(22)
Chapter Vocabulary
16(1)
Introduction
17(1)
Word Form
18(2)
Word Structure
20(4)
Word Grammar
24(2)
Word Meanings
26(2)
Multiple Meanings
28(1)
Collocations and Idioms
29(2)
Word Frequency
31(1)
Tiers
32(1)
Academic Vocabulary
32(1)
Dictionaries
33(3)
Instructional Points for Language-Minority Students
36(2)
3 Making Principled Decisions about Vocabulary Instruction
38(24)
Chapter Vocabulary
38(1)
Introduction
39(1)
Principled Decisions about Teaching and Learning Vocabulary
40(3)
The Sequence in Which Words Are Acquired
43(1)
The Development of Word Lists
44(2)
Word Lists
46(14)
Instructional Implications
60(2)
4 Early Approaches to Vocabulary Instruction
62(24)
Chapter Vocabulary
62(1)
Introduction
63(1)
Picture Book or Storybook Read-Aloud Interventions
63(19)
Summary
82(4)
5 Evidence-Based Instructional Approaches for School-Age Children: Specific Important Word Meanings
86(16)
Chapter Vocabulary
86(1)
Introduction
86(2)
Rich and Robust Vocabulary Instruction
88(6)
The Word Generation Program
94(6)
Summary
100(1)
Instructional Implications
101(1)
6 Independent Vocabulary Learning Approaches
102(18)
Chapter Vocabulary
102(1)
Introduction
103(1)
Semantic Approaches to Vocabulary Instruction
104(3)
Using Context to Learn Word Meanings
107(6)
Using the Dictionary and Other References
113(3)
Remembering the Meanings of Words: Mnemonic Techniques
116(4)
7 Vocabulary Assessment
120(26)
Chapter Vocabulary
120(1)
Introduction
121(2)
Differences in Conceptions of Vocabulary Knowledge
123(7)
Locating Diagnostic and Outcome Measures
130(1)
Examples of Vocabulary and Language Skills Measures
131(13)
Summary
144(2)
8 Teaching Vocabulary to English Language Learners
146(21)
Chapter Vocabulary
146(1)
Introduction
146(2)
Effective Vocabulary Instruction for Preschool Language-Minority Learners
148(3)
Effective Vocabulary Instruction for School-Age Language-Minority Students
151(3)
Research Informing Vocabulary Instruction for School-Age English Language Learners
154(12)
Conclusion
166(1)
References 167(18)
Index 185
Patricia F. Vadasy, PhD, is Senior Researcher at the Oregon Research Institute in Seattle, Washington. Her background is in early reading acquisition and instruction, instructional design, and intervention research. Dr. Vadasy oversees a research team investigating effective school-based literacy interventions for at-risk and struggling students. She has published numerous journal articles and instructional materials. J. Ron Nelson, PhD, is Professor in the Department of Special Education and Communication Disorders at the University of Nebraska-Lincoln. His research and over 150 publications have focused on serving children at risk of school failure and on research issues, and he has developed a number of behavior and literacy interventions. Dr. Nelson is a recipient of the Distinguished Early Career Research Award from the Council for Exceptional Children.
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