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In these pages, some of the best-known scholars in the field present hands-on strategies and useful suggestions for vocabulary instruction that you can put to use in your classroom right away all backed by the most current research. This practical approach makes this an indispensable resource for classroom teachers and researchers at all levels. Chapters...
In these pages, some of the best-known scholars in the field present hands-on strategies and useful suggestions for vocabulary instruction that you can put to use in your classroom right away all backed by the most current research. This practical approach makes this an indispensable resource for classroom teachers and researchers at all levels. Chapters address the needs of many different types of students in many different settings, and offer perspectives on a wide range of key vocabulary topics, includingTeaching root words to young children Incidental word learning through word play Direct instruction of vocabulary-learning strategies Teaching vocabulary in content areas Instruction in academic vocabulary Teaching vocabulary to English-language learners As in the other What Research Has to Say titles, each chapter ends with Questions for Discussion to encourage reflection, spark debate, and extend your professional development.The International Reading Association is the world's premier organization of literacy professionals. Our titles promote reading by providing professional development to continuously advance the quality of literacy instruction and research. Research-based, classroom-tested, and peer-reviewed, IRA titles are among the highest quality tools that help literacy professionals do their jobs better. Some of the many areas we publish in include: -Comprehension-Response To Intervention/Struggling Readers-Early Literacy -Adolescent Literacy-Assessment-Literacy Coaching-Research And Policy
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