| Type | JournalArticle |
|---|---|
| Date | 2001 |
| Volume | 25 |
| Number | 1 |
| Tags | nonfiction, language learning, vocabulary, 75 in 2019 |
| Journal | American Educator |
We also have seen that while more children learn to "read" with increased phonics instruction, there have not been commensurate gains in reading comprehension (e.g., Gregory, Earl, and O'Donoghue, 1993; Madden et al., 1993; Pinnell et al., 1994).
Examines several points supporting the argument for increased emphasis on vocabulary, including: the consequences of an increased emphasis on phonics; limited school promotion of vocabulary development; the sequential nature of vocabulary acquisition; and defining an essential vocabulary for high school graduates. Emphasizes the need for a more teacher-centered and curriculum-structured approach to ensure adequate vocabulary development. (SM)
| Name | Role |
|---|---|
| Andrew Biemiller | Author |