Vocabulary Instruction for Struggling Students

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.

“"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, edited by Michael I. Posner”

"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, Florida State University, USA "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, Moats Associates Consulting, Inc, Idaho, USA

Patricia F. Vadasy, PhD, Senior Researcher, Washington Research Institute, USA; and J. Ron Nelson, PhD, Department of Special Education and Communication Disorders, University of Nebraska--Lincoln, USA

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.

This item is eligible for free returns within 30 days of delivery. See our returns policy for further details.