A Focus on Vocabulary Booklet

A Focus on Vocabulary explores vocabulary development as a component of reading comprehension by describing what research says about how students acquire vocabulary and about instruction that helps students develop the kind of vocabulary knowledge that will contribute to their reading success. It begins with a definition of vocabulary and continues with discussion of why vocabulary is important in reading comprehension, what “knowing” a word means, key instructional strategies, and issues related to vocabulary development for English Language Learners (ELLs). A Focus on Vocabulary is the second in the Research-Based Practices in Early Reading series published by the Regional Educational Laboratory at PREL. The document is available online only and can be accessed in HTML (116K), Color PDF (5.5M) or Black & White PDF (2.5M) format. Users are asked to complete a survey to access this free, online document.

A Focus on Vocabulary Forum
October 1-2, 2003

What does it mean to "know" a word? What role does vocabulary play in comprehension and reading achievement? How do you help students know words and know how words work to achieve meaning? Researchers and practitioners explored these questions at PREL's Focus on Vocabulary Forum held on October 1-2, 2003.

The 165 participants from the regional educational laboratories, comprehensive assistance centers, state departments of education and institutes of higher education explored vocabulary knowledge as a cause and a consequence of reading achievement.

The agenda for this forum, with some links to handouts and PowerPoint presentations, is presented below.

Topic 1: Understanding the Role of Vocabulary in Thinking and Reading

Complexities of the vocabulary/comprehension relationship: A rationale for a multi-component approach to vocabulary instruction
Dr. William Nagy, Seattle Pacific University
view the handout
PDF (50K)

Word consciousness: What is it and why is it important?
Judith Scott, University of California, Berkeley

The role of reading volume in supporting children's vocabulary growth
Anne Cunningham, University of California, Berkeley

Topic 2: Instructing for Vocabulary

Bringing words to life in kindergarten and first grade classes
Isabel Beck, University of Pittsburgh
view the presentation
PowerPoint (947K) PDF (1.05M)

Bringing words to life in classrooms with English Language Learners
Margarita Calderon, Johns Hopkins University & Diane August, August Associates

Curriculum and vocabulary instruction: What words do fourth graders need to know?
Elfrieda Hiebert, University of California, Berkeley
view the presentation
PowerPoint (1.99M) PDF (253K)

Topic 3: Vocabulary Instruction as a Means of Closing the Achievement Gap

The Vocabulary Improvement Project Curriculum: Strengthening the academic vocabulary of English Language Learners
Maria Carlo, University of Miami

Issues in vocabulary assessment: Developmental patterns and intervention effects
Andrew Biemiller, University of Toronto
view the handout
PDF (142K)

Measuring vocabulary in grades K-3 in the context of Reading First
Barbara Foorman, University of Texas-Houston & David Francis, University of Houston
view the presentation
PowerPoint (13.94M) PDF (2.21M)

Topic 4: Vocabulary and Comprehension: Connecting Scholarship and Practice

Vocabulary and comprehension: Making connections in scholarship
Michael Kamil, Stanford University
view the presentation
PowerPoint (71K) PDF (103K)

Vocabulary and comprehension: Making connections in practice
Steven Stahl, University of Illinois, Urbana-Champaign
view the presentation
PowerPoint (363K) PDF (374K)

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Last updated June 6, 2005