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Create flyerVocabulary Instruction for Struggling Students
Patricia F. Vadasy and J. Ron Nelson
Paperbacke-bookprint + e-book
Paperback
orderFebruary 6, 2012
ISBN 9781462502820
Price: $35.00 190 Pages
Size: 7" x 10"
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“I was really impressed. It is a treasure trove of research on vocabulary instruction and well worth having as a reference and/or as a course textbook....The many strategies described in this book will definitely help strugglers.”
—Australian Journal of Learning Difficulties
“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; Associate Director, Florida Center for Reading Research
“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, EdD, codeveloper, LETRS professional development program; former officer, International Dyslexia Association
“Vadasy and Nelson’s synthesis of multiple research disciplines is highly advantageous. It is rare to find such a comprehensive collection of research and practice in one book. The authors do an excellent job of providing effective and practical information on vocabulary learning and vocabulary instruction that is inclusive of diverse learners. This book is truly a 'must have' for any prospective or practicing primary or secondary educator who teaches vocabulary.”
—Torri Ortiz Lienemann, PhD, differentiated learning coordinator, Norris School District, Firth, Nebraska
—Australian Journal of Learning Difficulties
“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; Associate Director, Florida Center for Reading Research
“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, EdD, codeveloper, LETRS professional development program; former officer, International Dyslexia Association
“Vadasy and Nelson’s synthesis of multiple research disciplines is highly advantageous. It is rare to find such a comprehensive collection of research and practice in one book. The authors do an excellent job of providing effective and practical information on vocabulary learning and vocabulary instruction that is inclusive of diverse learners. This book is truly a 'must have' for any prospective or practicing primary or secondary educator who teaches vocabulary.”
—Torri Ortiz Lienemann, PhD, differentiated learning coordinator, Norris School District, Firth, Nebraska
