# data[].attributes.attachment_link.title
The Reading Teacher - 2018 - Manyak - Morphological Analysis Instruction in the Elementary Grades  Which Morphemes to Teach

# data[].attributes.attachment_link.title
The Reading Teacher - 2021 - Zucker - Going Nuts for Words  Recommendations for Teaching Young Students Academic Vocabulary

# data[].attributes.attachment_link.readable_text
Akhtar, N., Jipson, J., & Callanan, M.A. (2001). Learning words through overhearing. Child Development, 72(2), 416-430.

Anderson, R.C., & Nagy, W.E. (1992). The vocabulary conundrum. American Educator, 16(4), 14-18, 44-47.

Armbruster, B.B., Lehr, F., Osborn, J., & Adler, C.R. (2001). Put reading first: The research building blocks for teaching children to read, kindergarten through grade 3. Washington, DC: National Institute for Literacy, U.S. Department of Education.

Beck, I.L. (2004, April). Igniting students' knowledge of and interest in words. Presentation at the Florida Middle School Reading Leadership Conference, Orlando, FL.

Beck, I.L., & McKeown, M.G. (2007). Different ways for different goals, but keep your eye on the higher verbal goals. In R.K. Wagner, A.E. Muse, & K.R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 182-204). New York: Guilford.

Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.

Beck, I.L., McKeown, M.G., & Kucan, L. (2008). Creating robust vocabulary: Frequently asked questions and extended examples. New York: Guilford.

Beck, I.L., McKeown, M.G., & Omanson, R.C. (1987). The effects and uses of diverse vocabulary instructional techniques. In M.G. McKeown & M.E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 147-163). Hillsdale, NJ: Erlbaum.

Beck, I.L., Perfetti, C.A., & McKeown, M.G. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74(4), 506-521.

Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44-62.

Blachowicz, C.L.Z., Fisher, P.J.L., Ogle, D., & Watts-Taffe, S. (2006). Vocabulary: Questions from the classroom. Reading Research Quarterly, 41(4), 524-539.

Coyne, M.D. (2009, April). Closing the vocabulary gap: Current issues in vocabulary intervention and research. Paper presented at the annual meeting of the Council for Exceptional Children, Seattle, WA.

Coyne, M.D., Simmons, D.C., Kame'enui, E.J., & Stoolmiller, M. (2004). Teaching vocabulary during shared storybook readings: An examination of differential effects. Exceptionality, 12(3), 145-162.

Dale, E. (1965). Vocabulary measurement: Techniques and major findings. Elementary English, 42, 895-901, 948.

Davis, F.B. (1972). Psychometric research on comprehension in reading. Reading Research Quarterly, 7(4), 628-678.

Elleman, A.M., Lindo, E.J., Morphy, P., & Compton, D.L. (2009). The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis. Journal of Research on Educational Effectiveness, 2(1), 1-44.

Graves, M.F. (2000). A vocabulary program to complement and bolster a middle-grade comprehension program. In B.M. Taylor, M.F. Graves, & P. van den Broek (Eds.), Reading for meaning: Fostering comprehension in the middle grades (pp. 116-135). New York: Teachers College Press; Newark, DE: International Reading Association.

Graves, M.F., & Watts-Taffe, S.M. (2002). The place of word consciousness in a research-based vocabulary program. In A.E. Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 140-165). Newark, DE: International Reading Association.

Hart, B., & Risley, T.R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes.

Honig, B., Diamond, L., Cole, C.L., & Gutlohn, L. (2008). Teaching reading sourcebook: For all educators working to improve reading achievement. Novato, CA: Arena; Berkeley, CA: Consortium on Reading Excellence.

Kamil, M.L. (2004). Vocabulary and comprehension instruction: Summary and implications of the National Reading Panel findings. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 213-234). Baltimore: Paul H. Brookes.

Kamil, M.L., & Hiebert, E.H. (2005). Teaching and learning vocabulary: Perspectives and persistent issues. In E.H. Hiebert & M.L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 1-23). Mahwah, NJ: Erlbaum.

Kriete, R., & Bechtel, L. (2002). The morning meeting book. Greenfield, MA: Northeast Foundation for Children.

Manzo, U.C., & Manzo, A.V. (2008). Teaching vocabulary-learning strategies: Word consciousness, word connection, and word prediction. In A.E. Farstrup & S.J. Samuels (Eds.), What research has to say about vocabulary instruction (pp. 80-105). Newark, DE: International Reading Association.

Mercer, C.D., Lane, H.B., Jordan, L., Allsopp, D.H., & Eisele, M.R. (1996). Empowering teachers and students with instructional choices in inclusive settings. Remedial and Special Education, 17(4), 226-236.

Nagy, W.E., & Anderson, R.C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19(3), 304-330.

Nagy, W.E., Herman, P.A., & Anderson, R.C. (1985). Learning words from context. Reading Research Quarterly, 20(2), 233-253.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: National Institutes of Health.

Oetting, J.B., Rice, M.L., & Swank, L.K. (1995). Quick incidental learning (QUIL) of words by school-age children with and without SLI. Journal of Speech and Hearing Research, 38(2), 434-445.

Ouellette, G.P. (2006). What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98(3), 554-566.

Rice, M.L., Buhr, J., & Oetting, J.B. (1992). Specific-languageimpaired children's quick incidental learning of words: The effect of a pause. Journal of Speech and Hearing Research, 35(5), 1040-1048.

Scott, J.A., & Nagy, W.E. (2004). Developing word consciousness. In J.F. Baumann & E.J. Kame'enui (Eds.), Vocabulary instruction: Research to practice (pp. 201-217). New York: Guilford.

Thorndike, E.L. (1917). Reading as reasoning: A study of mistakes in paragraph reading. Journal of Educational Psychology, 8(6), 323-332.

White, T.G., Graves, M.F., & Slater, W.H. (1990). Growth of reading vocabulary in diverse elementary schools: Decoding and word meaning. Journal of Educational Psychology, 82(2), 281-290.

# data[].attributes.attachment_link.title
The Vocabulary-Rich Classroom: Modeling Sophisticated Word Use to Promote Word Consciousness and Vocabulary Growth

# data[].attributes.attachment_link.description
The teacher's use of language provides an important model for children's vocabulary development. By modeling the use of sophisticated words, teachers can promote students' vocabulary growth and word consciousness. In this article, the research support for this approach is explained, suggestions are provided for how teachers might accomplish this goal, and examples are shared from teachers who have done it successfully.

# data[].attributes.headline
Science of Reading - Teaching Comprehension

# data[].attributes.subject
Science of Reading - Teaching Comprehension

# data[].attributes.attachment_link.title
The Science of Reading Comprehension Instruction

# data[].attributes.attachment_link.title
The Reading Teacher - 2025 - Nicol - Teaching Writing Skills Alongside the Writing Process  Interactive Writing in the

# data[].attributes.attachment_link.title
The Reading Teacher - 2025 - Corson - The Importance of a Critical Literacy Framework  Though Texts May Be Banned  Students