For Other Professionals
All Vocabulary articles
Sort by: Date | Title
Display: Summaries | Titles only
By: Isabel Beck, Margaret McKeown, and Linda Kucan (2010)
Teaching vocabulary is complex. What words are important for a child to know and in what context? In this excerpt from Bringing Words to Life: Robust Vocabulary Instruction, the authors consider what principles might be used for selecting which words to explicitly teach.
By: Reading Rockets (2010)
Students who comprehend the most from their reading are those who know a lot about words. These students know about word prefixes, suffixes, word roots, and multiple meanings of words. Families can help develop word knowledge through simple conversations focused on words.
By: Susan M. Ebbers (2008)
Rather than introducing a new word in isolation, teachers should introduce students to a rich variety of words that share the same root. This approach should help diverse learners including English language learners, make important connections among vocabulary words within the same family, and transfer core ideas across content areas.
By: E. Sutton Flynt and William G. Brozo (2008)
Concerns about how to build academic vocabulary and weave its instruction into curricula are common among classroom teachers. This article reviews the research and offers some practical suggestions for teachers.
By: Linda Diamond and Linda Gutlohn (2006)
Consider some excellent lesson models for teaching vocabulary, explaining idioms, fostering word consciousness, instruction for English Language Learners, and mnemonic strategies.
By: Partnership for Reading (2001)
This article provides examples of classroom instructional techniques as well as specific activities for helping students build their vocabularies.
By: Partnership for Reading (2001)
The scientific research on vocabulary instruction reveals that 1) most vocabulary is learned indirectly, and 2) some vocabulary must be taught directly.
- For older articles, see the Vocabulary Archives >
