This volume unites spelling and word recognition -- two areas that have largely remained theoretically and empirically distinct. Despite considerable advances in the investigation of processes underlying word perception and the acknowledgement of ...
Written and edited by experts in the field, this book provides a blueprint for weaving effective word study into the fabric of classrooms and schools. Provided are principles, ideas, materials, and activities for use with teachers in a range of pr...
"This book is a wonderful primer for those just learning to teach and/or understand the necessity of vocabulary development for content area mastery." -- Jane M. Saunders, Texas State University
"Vocabulary Their Way offers a wealth of resources that teachers can use to build their own knowledge of the origin and structure of the English language as well as the strategies that they can use to support students vocabulary development. It is accessible, compelling, and interesting and contains a number of classroom examples." -- Jennifer Scott Curwood, The University of Sydney (Australia)
"This book is very appealing, as teaching academic vocabulary is part of the Common Core standards being adopted by most states. Teachers will welcome the help for their classroom instruction, and administrators will welcome the information for professional development." -- Carla M. Stegall, Gilbert Middle School (Gilbert, SC)
Shane Templeton is Foundation Professor Emeritus of Literacy Studies at the University of Nevada, Reno. A former classroom teacher at the primary and secondary levels, his research has focused on developmental word knowledge in elementary, middle, and high school students, focusing primarily on the relationships between spelling, morphology, and vocabulary. He is widely published in a number of research and practitioner journals, and is co-author of Words Their Way, Words Their Way with Struggling Readers, 4-12, Words Their Way with English Learners, and, with Kristin Gehsmann, Teaching Reading and Writing: The Developmental Approach. Shane's other books include Teaching the Integrated Language Arts and Children's Literacy. With Darrell Morris, he co-authored the chapter on "Spelling" in the Handbook of Reading Research, Volume 3; he is author of the entry on "Spelling Instruction" in the Encyclopedia of Education (2nd ed., 2003), and the chapter on Spelling in the Handbook of Research on Teaching the English Language Arts (3rd ed., 2011). Since 1987, Shane has been a member of the Usage Panel of the American Heritage Dictionary. Donald Bear is a professor in literacy education at Iowa State University where he teaches doctoral, master's, and preservice teachers, and directs the Duffelmeyer Reading Clinic. He is also professor emeritus from the University of Nevada, Reno. Donald is involved in studies that examine literacy learning, particularly studies of orthographic development in different and second languages. His research explores the specific sequence students follow across the synchrony of literacy learning from beginning concept of word in prekindergarten to how morphology underlies academic vocabulary learning. He is an author and co-author of numerous articles, book chapters, and 12 books, including Words Their Way, 5th edition, Words Their Way with English Learners, and Words Their Way with Struggling Readers, 4 - 12. He is an author on several instructional programs used throughout the United States. Donald is also involved in innovative professional development grants, and his work in assessment and word study is used widely. He has received several awards for teaching and service, and is currently a board member of the International Reading Association. Marcia Invernizzi holds the Henderson Professorship in Reading Education at the University of Virginia's Curry School of Education where she is also the Executive Director of the McGuffey Reading Center. She advises masters and doctoral students and teaches reading courses in the Department of Curriculum, Instruction, and Special Education. Her research on the subject of word study, reading disabilities, assessment, reading development, and intervention, has been published in journals including Reading Research Quarterly, The Journal of Literacy Research, The Reading Teacher, The Elementary School Journal, The Journal of Speech, Hearing, and Language Services, The Journal for the Education of Students Placed At Risk, Scientific Studies of Reading, Applied Psycholinguistics, and Early Childhood Research Quarterly. She is the primary author of Phonological Awareness Literacy Screening (PALS), a literacy assessment used widely across the nation. She is the co-founder of Book Buddies, a tutoring framework for struggling readers, and coauthor of Words Their Way. A former English and reading teacher, Marcia continues to work with teachers and their students at the McGuffey Reading Center. Francine Johnston is a former classroom teacher and reading specialist who learned about word study during her graduate work at the University of Virginia. She is retired from the School of Education at the University of North Carolina at Greensboro, where she taught literacy courses and directed a clinic for struggling readers. She continues to work with regional school systems as a consultant. She is a co-author of the Words Their Way ser
Chapter 1: What Every Teacher Needs to Know about Words and about Teaching Them
Chapter 2: Essential Vocabulary Strategies and Activities
Chapter 3: Vocabulary Assessment and Classroom Organization
Chapter 4: Vocabulary Instruction with English Learners
Chapter 5: Academic Vocabulary in English Language Arts
Chapter 6: Academic Vocabulary in Social Studies
Chapter 7: Academic Vocabulary in Mathematics
Chapter 8: Academic Vocabulary in Science
Chapter 9: Academic Vocabulary in Art, Music, Physical Education, and Career and Technical Education