Literacy Matters Vol 24 Winter 2024


Au, K.H., Carroll, J.H., & Scheu, J.A. (1997). Balanced literacy instruction: A teacher’s resource book . Christopher-Gordon.

Hisrich, K. E., & McCaffrey, M. (2021). Planning and preparing for read alouds. Illinois Reading Council Journal , 49 (2), 12–20.

Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology , 98 (1), 44.

Hunt, M., & Feng, J. (2016, April 7-8). Improving vocabulary of English language learners through direct vocabulary instruction [Conference presentation]. Chinese American Educational Research and Development Association Annual Conference, Washington, D.C.

Collins, M. F. (2010). ELL preschoolers’ English vocabulary acquisition from storybook reading. Early Childhood Research Quarterly , 25 (1), 84–97.

Kelley, E., Leary, E., & Goldstein, H. (2018). Predicting Response to Treatment in a Tier 2 Supplemental Vocabulary Intervention. Grantee Submission , 61 , 94–103.

Concannon-Gibney, T. (2021). “Teacher, teacher, can’t catch me!”: Teaching vocabulary and grammar using nursery rhymes to children for whom English is an additional language. The Reading Teacher , 75 (1), 41–50. Coyne, M. D., McCoach, D. B., Loftus, S., Zipoli Jr, R., & Kapp, S. (2009). Direct vocabulary instruction in kindergarten: Teaching for breadth versus depth. The Elementary School Journal , 110 (1), 1-18.

Kindle, K. (2008). Teaching vocabulary in the K-2 classroom: Easy strategies for infusing vocabulary learning into morning meetings, transitions, centers, and more. Education Review.

Literacy Matters General Articles

Kindle, K. J. (2010). Vocabulary Development During Read-Alouds: Examining the Instructional Sequence. Literacy Teaching and Learning , 14 , 65-88.

Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive read‐alouds: Is there a common set of implementation practices? The Reading Teacher , 58 (1), 8-17.

Kindle, K. J. (2011). Using read-alouds to teach vocabulary: Research-based strategies and model lessons for using fiction and nonfiction books to build children’s vocabulary and improve their reading, writing, and speaking skills. Scholastic. Lennox, S. (2013). Interactive read-alouds: An avenue for enhancing children’s language for thinking and understanding: A review of recent research. Early Childhood Education Journal , 41 , 381-389. McGregor, K. K., Van Horne, A. O., Curran, M., Cook, S. W., & Cole, R. (2021). The challenge of rich vocabulary instruction for children with developmental language disorder. Language, Speech & Hearing Services in Schools , 52 , 467–484.

Gibbs, A. S., & Reed, D. K. (2021). Shared reading and guided play for vocabulary instruction with young children. Teaching Exceptional Children , 53 (4), 280–288.

Goldstein, H., Ziolkowski, R. A., Bojczyk, K. E., Marty, A., Schneider, N., Harpring, J., & Haring, C. D. (2017). Academic vocabulary learning in first through third grade in low-income schools: Effects of automated supplemental instruction. Grantee Submission , 60 , 3237–3258. Hickman, P., & Pollard-Durodola, S. D. (2009). Dynamic read-aloud strategies for English learners: Building language and literacy in the primary grades . International Reading Association.

Toppel, K. (2015). Enhancing core reading programs with culturally responsive practices. The Reading Teacher , 68 (7), 552-559.

Hiebert, E. H. & Kamil, M. L. (2005). Teaching and learning vocabulary: Bringing research to practice. Routledge.

Vaughn, S. & Linan-Thompson, S. (2007). Research-based methods of reading instruction for English language learners, grades K-4 . Association for Supervision and Curriculum Development.


Meaghan Hoffman earned her Master’s in Elementary Education at the University of West Georgia. She is currently teaching Kindergarten in South Georgia. She finds purpose in her calling of helping children experience behavioral, social, and academic success.

Dr. Andrea Crenshaw is an Assistant Professor and Director of Undergraduate Programs in the Department of Early Childhood through Secondary Education at the University of West Georgia. Prior to working in higher education, she worked in K12 as a teacher and administrator in which she was committed to an interdisciplinary approach of inquiry and advocacy in urban contexts. Additionally, she is committed to embedding relevant issues of diversity, equity, and inclusion into her practice, scholarship, and service to K12 and higher education.

| 34 | Literacy Matters | Volume 24 • Winter 2024


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