Type JournalArticle
Date 2001
Volume 25
Number 1
Tags nonfiction, language learning, vocabulary, 75 in 2019
Journal American Educator

Teaching Vocabulary: Early, Direct, and Sequential

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).

Abstract

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