Print Download « Professional Development Home


References

  • Baker, S. K., Simmons, D. C., & Kame'enui, E. J. (1998). Vocabulary acquisition: Research bases. In D. C. Simmons & E. J. Kame'enui (Eds.), What research tells us about children with diverse learning needs (pp. 183-218). Mahwah, NJ: Lawrence Erlbaum.
  • Baumann, J. F., Font, G., Edwards, E. C., & Boland, E. (2005). Strategies for teaching middle-grade students to use wordpart and context clues to expand reading vocabulary. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 179-205). Mahwah, NJ: Lawrence Erlbaum.
  • Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.
  • Blachowicz, C. L. Z., & Fisher, P. (2000). Vocabulary instruction. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 503-523). Mahwah, NJ: Lawrence Erlbaum.
  • Blachowicz, C. L. Z., & Fisher, P. (2002). Teaching vocabulary in all classrooms (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
  • Bromley, K. (2007). Nine things every teacher should know about words and vocabulary instruction. Journal of Adolescent and Adult Literacy, 50(7), 528-537.
  • Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238.
  • Cronbach, L. J. (1942). An analysis of techniques for systematic vocabulary testing. Journal of Educational Research, 36,206-17.
  • Dale, E., O'Rourke, J., & Bamman, H. A. (1971). Techniques for teaching vocabulary. Palo Alto, CA: Field Educational Publications.
  • Dolch, E. W. (1936). A basic sight word vocabulary. Elementary School Journal, 36, 456-460.
  • Espin, C. A., Shin, J., & Busch, T. W. (2005). Curriculum-based measurement in the content areas: Vocabulary matching as an indicator of progress in social studies learning. Learning Disabilities Quarterly, 38(4), 353-363.
  • Fang, Z. (2008). Going beyond the fab five: Helping students cope with the unique linguistic challenges of expository reading in the intermediate grades. Journal of Adolescent and Adult Literacy, 51(6), 476-487.
  • Fisher, D., & Frey, N. (2008a). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Fisher, D., & Frey, N. (2008b). Word wise and content rich: Five essential steps to teaching academic vocabulary.Portsmouth, NH: Heinemann.
  • Fisher, D., Frey, N., & Lapp, D. (2009). In a reading state of mind: Brain research, teacher modeling, and comprehension instruction. Newark, DE: International Reading Association.
  • Fisher, D., Frey, N., & Rothenberg, C. (2008). Content area conversations: How to plan discussion-based lessons for diverse language learners. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Frey, N., Fisher, D., & Everlove, S. (2009). Productive group work: How to engage students, build teamwork, and promote understanding. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Graves, M. F. (1986). Vocabulary learning and instruction. Review of Educational Research, 13, 49-89.
  • Graves, M. F. (2006). The Vocabulary Book: Learning and Instruction. New York: Teachers College.
  • Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools.Alexandria, VA: Association of Supervision and Curriculum Development.
  • Nagy, N. E., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19,303-330.
  • Nagy, W. E., & Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 19-36). Hillsdale, NJ: Lawrence Erlbaum.
  • Nagy, N. E., & Scott, J. (2000). Vocabulary processes. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 269-284). Mahwah, NJ: Lawrence Erlbaum.
  • Pearson, P. D., & Gallagher, G. (1983). The gradual release of responsibility model of instruction. Contemporary Educational Psychology, 8, 112-123.
  • Stahl, S., & Fairbanks, M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56(1), 72-110.
  • Swinney, D. A. (1979). Lexical access during sentence comprehension: (Re)considerations of context effects. Journal of Verbal Learning and Verbal Behavior, 18, 645-659.
  • Tennyson, R. D., & Cocchiarella, M. J. (1986). An empirically based instructional design theory for teaching concepts. Review of Educational Research, 56, 40-71.
  • Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring and problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.