Vocabulary Instruction

Second Edition
Research to Practice

Edited by Edward J. Kame'enui and James F. Baumann

HardcoverPaperbacke-bookprint + e-book
March 28, 2012
ISBN 9781462503988
Price: $63.00
354 Pages
Size: 6" x 9"
March 29, 2012
ISBN 9781462503971
Price: $42.00
354 Pages
Size: 6" x 9"
May 10, 2012
ePub ?
Price: $42.00
354 Pages
print + e-book
Paperback + e-Book (ePub) ?
Price: $84.00 $50.40
354 Pages
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A Choice Outstanding Academic Title
“Throughout the book, the authors present clear and detailed descriptions of vocabulary components and approaches, along with explicit examples of their use in the classroom. The chapter layout facilitates reading and retention; the content is served up in digestible morsels separated by meaningful headings and subheadings. This allows busy educators to read as many or as few sections at a time as their schedules permit.”

English Quarterly (on previous edition)

“Presents current, research-based approaches to building vocabulary and promoting reading for meaning....Outlines ideas for offering experiences that help students of all ages and skill levels gain access to the meanings of words that they read.”

Curriculum Connections (on previous edition)

“A marvelous reference....The various lesson plans, samples and examples bring additional life to any lesson. The activities described in the book should motivate all learners to become actively involved in class.”

Childhood Education (on previous edition)

“A comprehensive guide to teaching vocabulary. Chapters contain thorough reviews of the literature and research-based studies in clear, easy-to-read language and practical classroom applications for a wide range of vocabulary instruction issues, all spanning the grade levels and a wide diversity of learners....It stands out as an essential volume for anyone working to help students expand their vocabularies. Essential. Upper-division undergraduates and above.”

Choice Reviews

“This is the definitive volume on vocabulary instruction by the finest researchers in the field. Eminently readable and replete with practices for teaching, the revised second edition is a 'must have' for any literacy educator.”

—Donald Bear, PhD, Director, E. L. Cord Foundation Center for Learning and Literacy, University of Nevada, Reno

“In the beginning are the words—that’s the message this book starts with, and it can’t be repeated enough. The editors and stellar contributors do a great job of explaining the issues in vocabulary acquisition in ways that are scientifically sound but also connect with a broader audience of educators. The second edition builds on the solid foundation provided by the original book while adding a new section that is almost worth the price by itself. I recommend this book highly to those who teach words, who are interested in words, and who see the fundamental importance of learning to play and work with words.”

—Robert Calfee, PhD, Graduate School of Education, Stanford University

“What makes this volume an essential addition to your professional library is that you will turn to it repeatedly—not just for the latest information on effective vocabulary practices, but also for specific ways to implement these practices in your classroom. The book includes chapters by the most knowledgeable scholars of vocabulary instruction. It is a powerful resource for practitioners or for course use.”

—Sharon Vaughn, PhD, Executive Director, Meadows Center for Preventing Educational Risk, and Manuel J. Justiz Endowed Chair in Education, The University of Texas at Austin

“Vocabulary is too often given short shrift in literacy education, despite students' need for high-quality instruction in word learning strategies and word awareness. This book is a remedy. The volume offers an effective mix of research literature and practical applications that will satisfy teacher educators, practicing teachers, and literacy researchers alike. The combination of perspectives from well-established experts and rising scholars creates a necessary and renewed energy around vocabulary instruction.”

—Christine A. Mallozzi, PhD, Department of Curriculum and Instruction, University of Kentucky