9781593853389

Vocabulary and reading comprehension are among Reading First's five key literacy topics; this book presents current research findings and considers their significance for instruction. Specific information is provided on challenges facing English language learners. Contributors include the leading authorities in the field.

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.

1. Vocabulary Acquisition: A Primer

1

(14)

Caroline Phythian-Sence and Richard K. Wagner

2. Vocabulary Development and the Development of Phonological Awareness Skills in Preschool Children

15

(17)

Christopher J. Lonigan

3. Parents' Support of Children's Language Provides Support for Later Reading Competence

32

(20)

Susan H. Landry and Karen E. Smith

4. Metalinguistic Awareness and the Vocabulary–Comprehension Connection

52

(26)

William Nagy

5. Fostering Morphological Processing, Vocabulary Development, and Reading Comprehension

78

(26)

Joanne F. Carlisle

6. Morphological Structure Awareness, Vocabulary, and Reading

104

(19)

Catherine McBride-Chang, Hua Shu, Jessica Yuen Wai Ng, Xiangzhi Meng, and Trevor Penney

7. Large Problem Spaces: The Challenge of Vocabulary for English Language Learners

123

(17)

Catherine E. Snow and Young-Suk Kim

8. Tapping the Linguistic Resources of Spanish–English Bilinguals: The Role of Cognates in Science

140

(17)

Marco A. Bravo, Elfrieda H. Hiebert, and P. David Pearson

9. Implications of New Vocabulary Assessments for Minority Children

157

(25)

Jill de Villiers and Valerie Johnson

10. Different Ways for Different Goals, but Keep Your Eye on the Higher Verbal Goals

182

(23)

Isabel L. Beck and Margaret G. McKeown

11. Landmark Vocabulary Instructional Research and the Vocabulary Instructional Research That Makes Sense Now

205

(28)

Michael Pressley, Laurel Disney, and Kendra Anderson

12. Working Memory: A System for Learning

233

(16)

Susan E. Gathercole

13. An Individual-Differences Approach to the Study of Reading Comprehension

249

(27)

Christopher Schatschneider, Erin Renee Harrell, and Julie Buck

14. Promising Avenues for Better Understanding Implications of Vocabulary Development for Reading Comprehension

276

(17)

Richard K. Wagner, Andrea E. Muse, and Kendra R. Tannenbaum

Index

293

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Vocabulary Acquisition Implications for Reading Comprehension

Vocabulary Acquisition Implications for Reading Comprehension

1593853386

Summary

Author Biography

Table of Contents

Supplemental Materials