Research on Vocabulary Instruction in the Content Areas: Implications for Struggling Readers

Reading and Writing Quarterly

Volumn 21, Issue 3, 2005, Pages 261-280

  Harmon, Janis M ^a   Hedrick, Wanda B ^a   Wood, Karen D ^b  

^a UNIVERSITY OF TEXAS AT SAN ANTONIO   (United States)

^b UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34248692513     PISSN: 10573569     EISSN: 15210693     Source Type: Journal    
DOI: 10.1080/10573560590949377     Document Type: Article

References (66)

1. Allington, R. L. (2001). What really matters for struggling readers: Designing researchbased programs. New York: Longman.
2. Alvermann, D. E. & Swafford, J. (1989). Do content area strategies have a research base? Journal of Reading, 32(5), 388-394.
3. Alvermann, D. E., Young, J. P., Weaver, D., Hinchman, K. A., Moore, D.W., Phelps, S. F., Thrash, E. C., & Zalewski, P. (1996). Middle and high school students' perceptions of how they experience text-based discussions: A multicase study. Reading Research Quarterly, 31, 244-267.
4. Anderson, R. C. & Freebody, P. (1981). Vocabulary knowledge. In J. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77-117). Rep. No. CS 005 138, ERIC Document Reproduction Service No. ED 203 299. Newark, DE: International Reading Association.
5. Armbruster, B. B. & Gudbrandsen, B. (1986). Reading comprehension instruction in social studies programs. Reading Research Quarterly, 21(1), 36-48.
6. Armbruster, B. B. & Nagy, W. E. (1992). Vocabulary in content area lessons. The Reading Teacher, 45(7), 550-551.
7. Baumann, J. F. & Kameenui, E. J. (1991). Research on vocabulary instruction: Ode to Voltaire. In J. Flood, J. M. Jenson, D. Lapp, & J. R. Squire (Eds.), Handbook on teaching the English language arts (pp. 602-632). New York: Macmillan.
8. Beck, I. L. & McKeown, M. G. (1991). Conditions of vocabulary acquisition. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (pp. 789-814). Vol. 2. White Plains, NY: Longman.
9. Bintz, W. P. (1997). Exploring reading nightmares of middle and secondary school teachers. Journal of Adolescent and Adult Literacy, 41(1), 12-24.
10. Blachowicz, C. & Fisher, P. (2000). Vocabulary instruction. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (pp. 503-523). Vol. 3. Mahwah, NJ: Lawrence Erlbaum Associates.
11. Carlisle, J. F., Fleming, J. E., & Gudbrandsen, B. (2000). Incidental word learning in science classes. Contemporary Educational Psychology, 25(2), 184-211.
12. Carney, J. J., Anderson, D., & Blackburn, C. (1984). Preteaching vocabulary and the comprehension of social studies materials by elementary school children. Social Education, 48, 195-196.
13. Carr, E. M. (1985). The vocabulary overview guide: A metacognitive strategy to improve vocabulary comprehension and retention. Journal of Reading, 28(8), 684-689.
14. Chall, J. S., Jacobs, V. A., & Baldwin, L. E. (1990). The reading crisis: Why poor children fall behind. Cambridge, MA: Harvard University Press.
15. Chall, J. S. & Snow, C. E. (1988). Influences on reading in low-income students. The Education Digest, 54(1), 53-56.
16. Charles, R. I., Dossey, J. A., Leinwand, S. J., Seeley, C. L., & Embse, C. B. (1999). Middle school math: Course 3. Menlo Park, CA: Scott Foresman-Addison Wesley.
17. Ciborowski, J. (1992). Textbooks and the students who can't read them: A guide to teaching content. Boston: Brookline.
18. Cloer, T. (1981). Factors affecting comprehension of math word problems-a review of the research. ERIC No. ED 209 655.
19. Cunningham, J. W., Cunningham, P. M., & Arthur, S. V. (1981). Middle and secondary school reading. New York: Longman.
20. Donahue, P. L., Voelkl, K. E., Campbell, J. R., & Mazzeo, J. (1999). National assessment
21. of educational progress: 1998 reading report card for the nation and the states. Washington, DC: NAEP.
22. Durkin, K. & Shire, B. (1991). Primary school children's interpretations of lexical ambiguity in mathematical descriptions. Journal of Research in Reading, 14(1), 46-55.
23. Feather Jr., R. M., Snyder, S. L., & Hesser, D. T. (1995). Merrill earth science: Grade 8. New York: Glencoe=McGraw-Hill.
24. Graves, M. F. (1987). The roles of instruction in fostering vocabulary development. In M. G. McKoewn & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 165-184). Hillsdale, NJ: Erlbaum.
25. Grissmer, D. W., Kirby, S. N., Berends, M., & Williamson, S. (1994). Student achievement and the changing American family. Santa Monica, CA: RAND, Institute on Education and Training.
26. Groves, F. H. (1995). Science vocabulary load of selected secondary science textbooks. School Science and Mathematics, 95(5), 231-235.
27. Grubaugh, S. J. & Metzer, D. J. (1986). Increasing comprehension. Social Education, 50, 543-544.
28. Gullatt, D. E. (1987). How to help students in reading mathematics. The Education Digest, 52(5), 40.
29. Haggard, M. R. (1986) The vocabulary self-collection strategy: Using student interest and world knowledge to enhance vocabulary growth. Journal of Reading, 29, 634-642.
30. Harmon, J. M., Hedrick, W. B., & Fox, E. A. (2000). A content analysis of vocabulary instruction in social studies textbooks for grades 4-8. The Elementary School Journal, 100(3), 253-271.
31. Harmon, J. M., Katims, D. S., & Whittington, D. (1999). Helping middle school students learn with social studies texts. The Council for Exceptional Children, 32(1), 70-75.
32. Harmon, J. M. & Wood, K. D. (2001). The TAB Book Club Approach: Talking (T) About (A) Books (B) in content area classrooms. Middle School Journal, 32(3), 51-56.
33. Hatfield, C. B., Kelly-Coupar, P., Hoh, C., & Lindsey, A. (1998). World geography: Grade 7. Parsippany, NJ: Silver Burdett Ginn.
34. Hedrick, W. B., Harmon, J. M., & Wood, K. D. (2003). From trade books to textbooks: Using the TAB book club approach with bilingual students. In J. Paratore & R. McCormack (Eds.), After early intervention, then what? Teaching struggling readers in the middle grades (pp. 190-207). Newark, DE: International Reading Association.
35. Hill, W. R. & Erwin, R. W. (1984). The readability of content textbooks used in middle and junior high school. Reading Psychology, 5, 105-117.
36. Hobbs, W. (1991). Downriver. New York: Bantam Doubleday Dell Publishing Group, Inc.
37. Jackson, M. B. & Phillips, E. R. (1983). Vocabulary instruction in ratio and proportion for seventh graders. Journal for Research in Mathematics Education, 14(5), 337-343.
38. Kouba, V. L. (1989). Common and uncommon ground in mathematics and science terminology. School Science and Mathematics, 89(7), 598.
39. Marco, M. (1999). Procedural vocabulary: Lexical signalling of conceptual relations in discourse. Applied Linguistics, 20(1), 1-21.
40. Marshall, S. & Gilmour, M. (1991). Words that matter in science and technology: A study of Papua New Guinean students' comprehension of nontechnical words used in science and technology. Research in Science and Technological Education, 9(1), 5-16.
41. Merkley, D. & Jefferies, D. (2000-2001). Guidelines for implementing a graphic organizer. The Reading Teacher, 54(4), 350-357.
42. Milligan, J. L. & Ruff, T. P. (1990). A linguistic approach to social studies vocabulary development. The Social Studies, 81, 218-220.
43. Monroe, E. E. (1997). Effects of mathematical vocabulary instruction on fourth grade students. Reading Improvement, 34, 120-132.
44. Monroe, E. E. & Panchyshyn, R. (1995). Vocabulary considerations for teaching mathematics. Childhood Education, 72(2), 80-83.
45. Moore, D. W. & Readence, J. E. (1984). A quantitative and qualitative review of graphic organizer research. Journal of Educational Research, 78, 11-17.
46. Moran, M. Q. (1990). Improving science vocabulary of sixth grade migrant students through a program of intensive direct vocabulary instruction. Eric No. ED 325 301.
47. Nagy, W. E. (1988). Teaching vocabulary to improve reading comprehension. Newark, DE: International Reading Association.
48. Nagy, W. E. & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19, 304-330.
49. Nagy, W. E., Anderson, R. C., & Herman, P. (1987). Learning word meanings from context during normal reading. American Educational Research Journal, 24, 237-270.
50. Panchyshyn, R. & Monroe, E. E. (1992, July). Vocabulary considerations in mathematics instruction. Paper presented at the Fourteenth World Congress on Reading, Maui, HI.
51. Readence, J. E., Bean, T. W., & Baldwin, R. S. (1989). Content area reading: An integrated approach. Dubuque, IA: Kendall=Hunt.
52. Rhodes, L. K. & Dudley-Marling, C. (1996) Readers and writers with a difference: A holistic approach to teaching struggling readers and writers. Portsmouth, NH: Heinemann.
53. Schatz, E. K. & Baldwin, R. S. (1986). Context Clues are unreliable predictors of word meanings. Reading Research Quarterly, 21, 439-453.
54. Schell, V. J. (1982). Learning partners: Reading and mathematics. The Reading Teacher, 35(5), 544-548.
55. Seaver, J. (1991). The effect of pre-reading vocabulary development strategies on sixth grade science text results. Eric No. ED 329 952.
56. Smith, B. & Larkins, A. G. (1990). Should place vocabulary be central to primary social studies? Social Studies, 81(5), 221-226.
57. Snouffer, N. K. & Thistlethwaite, L. L. (1979). The effects of the structured overview and vocabulary pre-teaching upon comprehension levels of college freshmen reading physical science and history materials. Paper presented at the 29th Annual Meeting of the National Reading Conference, San Antonio, TX, Nov. 29-Dec. 1. Eric No. ED 182 728.
58. Songer, N. B. & Linn, M. C. (1991). How do students' views of science influence knowledge integration? Journal of Research in Science Teaching, 28, 761-784.
59. Stahl, S. & Fairbanks, M. (1986). The effects of vocabulary instruction: A modelbased meta-analysis. Review of Educational Research, 56(1), 72-110.
60. Stahl, S. A. & Clark, C. H. (1987). The effects of participatory expectations in classroom discussion on the learning of science vocabulary. American Educational Research Journal, 24(4), 541-555.
61. Stahl, S. A. & Kapinus, B. A. (1991). Possible sentences: Predicting word meanings to teach content area vocabulary. The Reading Teacher, 45(1), 36-43.
62. Stauffer, R. G. (1966). Avocabulary study comparing reading, arithmetic, health and science texts. The Reading Teacher, 20, 141-147.
63. Sullivan, K. (1981). Vocabulary instruction in mathematics: Do the ''little'' words count? Paper presented at the annual meeting of the American Reading Forum, Sarasota, FL. Dec. 10-12, 1981.
64. Wade, S. E. (1983). A synthesis of research for improving reading in the social studies. Review of Educational Research, 53(4), 461-497.
65. Wood, K. D. (2001). Literacy strategies across the subject areas. Boston, MA: Allyn & Bacon.
66. Vacca, R. T. & Vacca, J. L. (2002). Content area reading: Literacy and learning across the curriculum. Boston, MA: Allyn and Bacon.