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Vocabulary Acquisition: Implications for Reading Comprehension
Author(s): Richard K. Wagner (Editor), Andrea E. Muse (Editor), Kendra R. Tannenbaum (Editor)
- Publisher: The Guilford Press
- Publication Date: October 13, 2006
- Edition: 1st
- Language: English
- Print length: 301 pages
- ISBN-10: 1593853386
- ISBN-13: 9781593853389
Book Description
Understanding 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.
Editorial Reviews
Review
“One of the chapters in this book reflects back on ‘landmark research summaries’ of progress in vocabulary teaching. The present volume is sure to become another classic landmark in the field. 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, Toronto “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 “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, Juliana W. and William Foss Thompson Professor of Education and Society, Harvard Graduate School of Education
“The book combines the best of theory and practice….Substantially advances our understanding of the field of vocabulary acquisition and its role in reading comprehension. This compilation of outstanding scholarship will satisfy the needs of researchers as well as research-minded practitioners and educational authorities, not to mention parents who care about how children learn words and how they can be helped in this process. The fame of the authors and editors, coupled with the scientific materials presented, make the book a must-read for professionals in the field.” ―
Journal of Adolescent and Adult Literacy Published On: 2006-10-15About the Author
Richard 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.
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.
