RM Winter 2016 FLIP

Kindle, K. J. (2009). Vocabulary development during read-alouds: Primary practices. The Reading Teacher, 63 (3), 202-211.

Ogle, &Watts-Taffe, 2006). The reading aloud of informational texts places students in a ripe learning environment, but teachers of young learners often come up empty handed for vocabulary teaching strategies when the majority of these are aimed toward learners in the upper grade levels. Instead of focusing on what is not available, teachers of K-2 grade students need to try their hand at modifying more difficult strategies for vocabulary success. Presented here are just three strategies that have been modified for successful use in the K-2 classroom, yet there are countless vocabulary strategies that could be suitably adapted. Early elementary teachers can and should be resourceful when it comes to exposing students to content-specific vocabulary. References Antonacci, P. A., & O’Callaghan, C. M. (2012). Promoting literacy development: 50 research-based strategies for K-8 learners. Thousand Oaks, CA: Sage Publications Inc. Alvermann, D. E., Smith, L. C., & Readence, J. E. (1985). Prior knowledge activation and the comprehension of compatible and incompatible text. Reading Research Quarterly, 20 (4), 420-436.

Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). Learning words from context. Reading Research Quarterly, 20 (2), 233-253.

Yopp, R. H. & Yopp, H. K. (2004). Preview-predict-confirm: Thinking about language and content informational text. The Reading Teacher , 58, 79-83. Literature Cited Aloian, M. (2010). Different Kinds of Soil. New York, NY: Crabtree Publishing Company. Gibbons, G. (1999). The Pumpkin Book . New York: Holiday House  Koti Hubbard ( khubbar@g.clemson.edu ) is a doctoral student in Language, Literacy, and Culture, specializing in early literacy development. Prior to pursuing doctoral study, she received a degree in early childhood education and a master’s degree in literacy education from Clemson University. Her research interests focus on early childhood writing development, struggling readers, and literature response and discussion. Rachael Huber ( rachaeh@clemson.edu ) holds a B.S. in Early Childhood Education from Lee University and a M.Ed. from Louisiana State University. She is an experienced early childhood educator and has taught prekindergarten, kindergarten and second grade. She is currently in her second year of doctoral studies and works as a research assistant with the Clemson University Reading Recovery Training Center. Leslie A. Salley ( lsalley@clemson.edu ) is a former high school English teacher and currently a doctoral student in Clemson University’s Literacy, Language, and Culture program. She has also published her work in The ALAN Review and Brevity. You can read more about Leslie on her LinkedIn profile: https://www.linkedin.com/in/lesliesalley Ebersole, R. (2014, January). Penguin Power. National Geographic Extreme Explorer , 2-9.

Reading Matters Teaching Matters

Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98 (1), 44–62.

Blachowicz, C. L. Z., Fisher, P. J. L., Ogle, D., &Watts-Taffe, S. (2006). Vocabulary: Questions from the classroom. Reading Research Quarterly, 41 (4), 524-539.

Bransford, J. & Johnson, M. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning & Verbal Behavior, 11 (6), 717–726. Carey, S. (1978). The child as a word learner. In J. Bresnan, G. Miller, & M. Halle (Eds.). Linguistic theory and psychological reality (263-293). Cambridge, MA: MIT Press.

Dale, E. (1965). Vocabulary measurement: Techniques and major findings. Elementary English, 42, 895-901, 948.

Frayer, D. A., Frederick, W. D., & Klausmeier, H. J. (1969). A schema for testing the level of concept mastery . Madison: Wisconsin Research and Development Center for Cognitive Learning.

Herrera, S. G., Holmes, M., & Kavimandan, S. (2011). Crossing the vocabulary bridge: Differentiated strategies for diverse secondary classrooms . Teachers College Press.

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