Vocabulary Acquisition

Implications for Reading Comprehension

Edited by Richard K. Wagner, Andrea E. Muse, Kendra R. Tannenbaum

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• ISBN: 978-1-59385-338-9
• Binding: Paperback (also available in Hardback)
• Published by: Guilford Press
• Publication Date: 13th November 2006
• Pages: 301

About the Book

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.

Reviews

'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, educational consultant, Toronto, Ontario, Canada

'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, Harvard Graduate School of Education, USA

'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, USA

Table of Contents

Phythian-Sence, Wagner, Vocabulary Acquisition: A Primer. Lonigan, Vocabulary Development and the Development of Phonological Awareness Skills in Preschool Children. Landry, Smith, Parents' Support of Children’s Language Provides Support for Later Reading Competence. Nagy, Metalinguistic Awareness and the Vocabulary–Comprehension Connection. Carlisle, Fostering Morphological Processing, Vocabulary Development, and Reading Comprehension. McBride-Chang, Shu, Ng, Meng, Penney, Morphological Structure Awareness, Vocabulary, and Reading. Snow, Kim, Large Problem Spaces: The Challenge of Vocabulary for English Language Learners. Bravo, Hiebert, Pearson, Tapping the Linguistic Resources of Spanish–English Bilinguals: The Role of Cognates in Science. Villiers, Johnson, Implications of New Vocabulary Assessments for Minority Children. Beck, McKeown, Different Ways for Different Goals, but Keep Your Eye on the Higher Verbal Goals. Pressley, Disney, Anderson, Landmark Vocabulary Instructional Research and the Vocabulary Instructional Research That Makes Sense Now. Gathercole, Working Memory: A System for Learning. Schatschneider, Harrell, Buck, An Individual-Differences Approach to the Study of Reading Comprehension. Wagner, Muse, Tannenbaum, Promising Avenues for Better Understanding Implications of Vocabulary Development for Reading Comprehension.

About the Author(s)

Richard K. Wagner, PhD, Department of Psychology and Florida Center for Reading Research, Florida State University, USA; Andrea E. Muse, PhD, American Institutes for Research, Washington, DC, USA; and Kendra R. Tannenbaum, MS, Department of Psychology and Florida Center for Reading Research, Florida State University, USA.

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