Table of Contents
1 Introduction 1
The Importance of Vocabulary 2
Why a New Edition? 3
Three Critical Facts About Vocabulary 4
The Four-Part Program Described in This Book 5
An Overview of This Book 9
2 Words and Word Learning 11
The Vocabulary-Learning Task Students Face 11
Vocabulary Instruction 16
Concluding Remarks 41
3 Selecting Vocabulary to Teach 43
Selecting Vocabulary to Teach from the Texts Students Are Reading 43
Some Word Lists to Consider 56
Assessing Students' Word Knowledge 62
Concluding Remarks 68
4 Providing Rich and Varied Language Experiences 69
Promoting Incidental Word Learning 70
Directly Building Primary-Grade Children's Oral Vocabularies 74
Word-Consciousness Activities for the Primary Grades 84
Concluding Remarks 86
5 Teaching Individual Words 89
Preliminaries to Teaching Individual Words 90
Methods of Teaching Individual Words 96
Selecting Among the Methods and Teaching Vocabulary to Improve Reading Comprehension 112
Repetition and Review 113
Concluding Remarks 116
6 Teaching Word-Learning Strategies 117
A Powerful Model for Teaching Strategies 117
Preliminaries to Instruction on Specific Word-Learning Strategies 119
Using Word Parts 119
Using Context Clues 131
Using the Dictionary 136
Recognizing and Dealing with Multiword Units 139
Developing a Strategy for Dealing with Unknown Words 139
Adopting a Personal Approach to Building Vocabulary 140
When Should the Strategies Be Taught? 141
Concluding Remarks 142
7 Promoting Word Consciousness 143
Modeling, Recognizing, and Encouraging Adept Diction 145
Promoting Wordplay 147
Providing Rich and Expressive Instruction 151
Involving Students in Original Investigations 154
Teaching Students About Words 157
An Activity That Both Fosters Word Consciousness and Teaches Individual Words 162
Concluding Remarks 164
8 Special Considerations for English Learners 165
Some General Principles of Effective Instruction 166
Effective Instruction for English Learners 167
Suggestions for Modifying Each of the Four Parts of the Program 172
Supporting Students' Reading with Scaffolded Reading Experiences 178
Concluding Remarks 186
Final Words 187
The Importance of a Multifaceted Approach to Vocabulary Instruction 187
Apportioning Time to Each of the Four Parts of the Program 188
Providing Long-Term Instruction 189
Providing Differentiated Instruction 189
Teaching for Transfer 190
The Place of Vocabulary in a Comprehensive Literacy Program 192
Literature Cited 193
References 195
Index 215
About the Author 230
