Developing Vocabulary and Oral Language in Young Children
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- ISBN 9781462517886
- Weight: 486g
- Dimensions: 178 x 254mm
- Publication Date: 05 Jan 2015
- Publisher: Guilford Publications
- Publication City/Country: US
- Product Form: Paperback
- Language: English
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This book presents the most effective instructional strategies for promoting vocabulary growth in the early grades, when the interdependence of word learning and oral language development is especially strong. The authors guide teachers in choosing the best materials and in fostering home-school connections, and share six key principles for building vocabulary. Included are guiding questions; text boxes connecting vocabulary to the Common Core State Standards; examples from real teachers; reproducible checklists, rubrics, and other tools; and an appendix of additional vocabulary resources. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size.
Rebecca D. Silverman, EdD, is the Judy Koch Professor of Education in the Graduate School of Education at Stanford University. A former elementary school teacher, Dr. Silverman’s research focuses on language and literacy development and instruction in early childhood and elementary school. In particular, her work has contributed to the research base on supporting vocabulary and other aspects of language that are critical to reading and writing, and using multimedia and educational technology to facilitate literacy. At Stanford, Dr. Silverman leads the Language to Literacy Research Lab and teaches in the Stanford Teacher Education Program. She also engages in research–practice partnerships with school districts and provides professional development to teachers. Widely published in education journals, she has served on the board of directors of the International Literacy Association and is Editor-in-Chief of Elementary School Journal. Her website is https://langlitlab.stanford.edu.
Anna M. Hartranft, MEd,is Faculty Research Associate in the Department of Counseling, Higher Education, and Special Education at the University of Maryland, where she also serves as Project Director for the Reading Buddies Research Project. Her research focuses on the instruction and inclusion of students with disabilities and their peers in the areas of reading and writing. She has managed locally and federally funded projects, contributed to presentations at national conferences, and coauthored publications in journals such as Reading Research Quarterly and the Elementary School Journal.
