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Teaching Vocabulary in All Classrooms
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Table of Contents

  • Ch. 1 Spotlight on Vocabulary: A Theoretical and Practical Perspective
  • Ch. 2 Learning Vocabulary from Context
  • Ch. 3 Integrating Vocabulary and Strategic and Close Reading Instruction
  • Ch. 4 Learning Vocabulary in Literary Reading
  • Ch. 5 Learning Vocabulary in the Content Areas
  • Ch. 6 Vocabulary and Spelling Instruction Using Structural Analysis
  • Ch. 7 Assessing Vocabulary Knowledge
  • Ch. 8 Vocabulary Intruction for Diverse Learners
  • Ch. 9 Using Dictionaries and Other References
  • Ch. 10 Developing Word Consciousness
  • Appendices
  • A. School dictionaries and Thesauruses
  • B. Books for expanding vocabulary and word play
  • C. Computer Programs with a Vocabulary Focus
  • D. Vocabulary Word Games
  • E. Websites/Apps for Vocabulary

About the Author

Camille Blachowicz is Professor of Education at the National College of Education of National-Louis University, where she is Director of the Reading Center and Reading Program. In her long career as an educator, Dr. Blachowicz has been a classroom teacher, team leader, and reading specialist as well as a university educator and staff developer. Her research has been supported by grants from the Spencer Foundation, the Fulbright Council and the International Reading Association. Dr. Blachowicz's many articles have been published in journals ranging from Educational Leadership and Reading Teacher to Reading Research Quarterly. She is also co-author of the books Reading Diagnosis: An Instructional Approach, Teaching Vocabulary in All Classrooms, Reading Comprehension: Strategies for Independent Learners, Reading Street, Fluency Development: From Research to Practice, and the chapter on vocabulary research for the third Handbook of Reading Research along with numerous book chapters and monographs. She also co-edits the series of staff development and in-service books Tools for Teaching Literacy along with Donna Ogle. As a staff developer, Dr. Blachowicz is a frequent speaker at national, local, and international conferences and at meetings of the International Reading Association, where she is a member of the publication committee. Dr. Blachowicz has also been named to the roster of Outstanding Teacher Educators in Reading by the International Reading Association.

Currently, along with her teaching and writing, Dr. Blachowicz is co-directing two projects in urban and suburban schools: Literacy Partners, and the Everybody Reads Fluency Project.Peter Fisher is a professor of education at National College of Education of National-Louis University where he teaches graduate classes in literacy education. Peter taught in elementary and high schools in England prior to coming to the USA to complete his doctoral studies at SUNY at Buffalo. Peter's research interests include vocabulary development and the teaching of storytelling. In 1997 he was inducted into the Illinois Reading Hall of Fame.

Reviews

Teaching Vocabulary in All Classrooms is not just a "cookbook" of strategies for developing vocabulary. It is a resource for research-based strategies in addition to discussion of how and why students benefit from vocabulary instruction. The topics of the chapters allow teachers to be more specific with instructional strategies and to focus time and effort where they will be most effective.

The book is a well-written blend of research, discussion, and instructional recommendations, such as strategies, activities, practices, and resources. It covers all aspects of vocabulary for all age levels, including special needs and ESL students, and ranges from the serious (SAT preparation for high school students) to the fun (word play and songs). -- Sandra Gandy, Governors State University

This book provides multiple ideas to develop student vocabulary learning and help them to think deeper and make better connections to our written and oral language. It offers numerous strategies with detailed directions that will help teachers understand how the vocabulary learning will take place, vocabulary instruction that takes place within brain-friendly contexts and not in isolation, and a quick reference layout that enables teachers to locate specific strategies. The balance of theory and practical strategies to meet learning goals help the reader process the in-depth concepts and make connections to the how and why of vocabulary instruction. -- Cathy Rivera, Educational Leadership Center (FL)

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