# data[].attributes.attachment_link.description
More resources: Vocabulary: self-paced course Target the Problem: Vocabulary Vocabulary Apps Topics A-Z: Vocabulary Vocabulary refers to the words we must understand to communicate effectively. Educators often consider four types of vocabulary: listening, speaking, reading, and writing. Listening vocabulary refers to the words we need to know to understand what we hear.

# data[].attributes.body
-Engage in oral language
-Listen to adults read
-Read on their own

# data[].attributes.body
- Teaching vocabulary words relevant to the lesson
-Teaching word learning strategies, like root words

# data[].attributes.body
-Word recognition
-Language Comprehension

# data[].attributes.attachment_link.readable_text
Aouad, J. and Savage, R. (2009). The component structure of preliteracy skills: Further evidence for the simple view of reading. Canadian Journal of School Psychology, 24 (2), 183-200.

Catts, H., Adlof, S., and Weismer, S. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278-293.

Gough, P., Hoover, W., and Patterson, C. (1996). Some observations on a simple view of reading. In C. Cornoldi and J. Oakhill (eds.), Reading comprehension difficulties: Processes and intervention (pp. 1-13). Mahway, New Jersey: Lawrence Erlbaum Associates.

*Gough, P. and Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10.

Hoover, W. and Gough, P. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160.

*Kamhi, A. (2007). Knowledge deficits: the true crisis in education. ASHA Leader, 12 (7), 28-29.

*These articles are short and easy to read.

# data[].attributes.attachment_link.description
The Simple View of Reading is a formula demonstrating the widely accepted view that reading has two basic components: word recognition (decoding) and language comprehension. Research studies show that a student's reading comprehension score can be predicted if decoding skills and language comprehension abilities are known.

# data[].attributes.body
-Talking about books with children can improve comprehension

# data[].attributes.headline
Four Practical Principals for Enhancing Vocabulary

# data[].attributes.subject
Four Practical Principals for Enhancing Vocabulary

# data[].attributes.body
-Routines for introducing target words
-Deep processing of word meanings
-Clear up misconceptions using anchor definitions
-Universal participation

# data[].attributes.attachment_link.title
Four Practical Principles for Enhancing Vocabulary Instruction

# data[].attributes.attachment_link.description
Drawing on instructional materials, classroom images, and observational data from research, the authors illustrate these principles: establishing efficient, rich routines for introducing target word meanings; providing review activities that promote deep processing of word meanings; responding direc…

# data[].attributes.body
-Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
-Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
-Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

# data[].attributes.attachment_link.description
Vocabulary lies at the heart of content learning. To support the development of vocabulary in the content areas, teachers need to give their students time to read widely, intentionally select words worthy of instruction, model their own word solving strategies, and provide students with opportunities to engage in collaborative conversations.

# data[].attributes.body
Vocabulary refers to the words students should know in order to be successful in the classroom, but there are a number of different types of vocabulary terms. There are as many types of vocabulary as there are types of communication, including reading, writing, speaking, and listening. Listening vocabulary is typically the strongest.

# data[].attributes.body
Previewing vocabulary is important for comprehension of discipline specific texts. Before lessons, teachers should scan the passages and find the tier 2 and 3 vocabulary and introduce it.  Group scientific terms and explain root words, prefixes, or suffixes to help students understand vocabulary terms and interpret unfamiliar terms.

'Literacy in the Disciplines' p. 76

# data[].attributes.body
Vocabulary can be a challenge for English Language Learners. In order to make vocabulary accessible to ELLs, teachers may help their acquisition by previewing terms before the lesson.  Teachers can also check to determine if there are any cognates before the lesson.

'Read, Write, Inquire' P. 83