The words students need

Educational Leadership

Volumn 68, Issue 2, 2010, Pages 23-26

  Lawrence, Joshua F ^a   White, Claire ^b   Snow, Catherine E ^a  

^a HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

^b Partnership's Word Generation Program   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 78549235081     PISSN: 00131784     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (17)

1. Beck, I., McKeown, M., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.
2. Beck, I., Perfetti, C., & McKeown, M. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74 (4), 506-521.
3. Biemiller, A. (2003). Vocabulary: Needed if more children are to read well. Reading Psychology, 24 (3), 323-335.
4. Biemiller, A. (2005). Size and sequence in vocabulary development: Implications for choosing words for primary grade vocabulary instruction. In E. Hiebert & M. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 223-242). Mahwah, NJ: Erlbaum.
5. Bolger, D., Ba lass, M., Landen, E., & Perfetti, C. (2008). Context variation and definitions in learning the meanings of words: An instance-based learning approach. Discourse Processes, 45 (2), 122.
6. Buly, M., & Valencia, S. W. (2002). Below the bar: Profiles of students who fail state reading assessments. Educational Evaluation and Policy Analysis, 24 (3), 219-239.
7. Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34 (2), 213-238.
8. Kieffer, M.. & Lesaux, N. (2008). The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners. Reading and Writing, 21 (8), 783-804.
9. Lawrence, J. (2009). Summer reading: Predicting adolescent word learning from aptitude, time spent reading, and text type. Reading Psychology, 30 (5), 445-465.
10. Lawrence, J., Capotosto, L, Branum-Martin, L., White, C., & Snow, C. (2010). Learning and maintaining academic vocabulary. Manuscript submitted for publication.
11. McKeown, M., Beck, I., Omanson, R., & Pople, M. (1985). Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words. Reading Research Quarterly, 20 (5), 522-535.
12. Nagy, W., Herman, P., & Anderson, R. C. (1985). Learning words from context. Reading Research Quarterly, 20 (2), 233-253.
13. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
14. Perfetti, C., & Hart, L. (2002). The lexical quality hypothesis. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 189-213). Amsterdam/Philadelphia: John Benjamins.
15. Snow. C., Lawrence, J., & White, C. (2009). Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness, 2 (4), 325-344.
16. Snow, C., Porche, M. V., Tabors, P., & Harris, S. (2007). Is literacy enough? Pathways to academic success for adolescents. Baltimore: Paul H. Brookes.
17. Zeno, S., Ivens, S., Millard, R., & Duvvuri, R. (1995). The educator's word frequency guide. Brewster, NY: Touchstone Applied Science Associates.