A Vocabulary Strategy: K.I.M.\
For more see: Rasinski, T.:
Daily Word Ladders, K-1, 1-2, 2-4. 4-6. Scholastic.
Vocabulary Ladders, 1, 2, 3, 4, 5, 6. Teacher Created Materials/Shell Education
Angela Danley and Alisha O’Rear
Angela Danley and Alisha O’Rear
“The world is full of poetry. The air is living with its spirit; and the waves dance to the music of its melodies, and sparkle in its brightness.” James Gates PercivalSPECIAL SECTION- DIFFERENTIATION
CLICK ON BOOK COVER OR BLUE WRITING TO GO TO EACH ITEM ON THE WEB
Key Ideas, Information, Memory Cue
Armbruster, B.B., Lehr, F., & Osborn, J. (2003). Put reading first: The research building blocks for teaching children to read: Kindergarten through grade 3. Jessup, MD: National Institute for Literacy.
Baker, S., Simmons, D., & Kame’enui, E. (1995). Vocabulary instruction: Synthesis of the research (Technical Report No. 13). Eugene, OR: National Center to Improve the Tools of Education.
Bear, D. R., Invernizzi, M., Templeton, S., & Johnson, F. (2015). Words their way: Word study for phonics, vocabulary, and spelling instruction (6th ed.). New York, NY: Pearson.
Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). New York, NY: The Guilford Press.
Biemiller, A. (2004). Teaching vocabulary in the primary grades: Vocabulary instruction needed. In J. Baumann & E. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28-40). New York: The Guilford Press.
Gleason, J. B., & Ratner, N. B. (2017). The development of language (9th ed.). Boston, MA: Pearson.
Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: ASCD.
Montgomery, J. K. (2006). Explicit vocabulary intervention for language and reading. Paper presented at the American Speech-Language-Hearing Association Convention, Miami, FL.
Nagy, W. E. (2005). Why instruction needs to be long-term and comprehensive. In E. H. Hieber & M. L. Kamil (eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 27-44). Chicago, IL: Routledge.
National Early Literacy Panel. (2009). Developing early literacy: Report of the national early literacy panel. Jessup, MD: National Institute for Literacy.
Nelson, J. R., & Stage, S. A. (2007). Fostering the development of vocabulary knowledge and reading comprehension through contextually-based multiple meaning vocabulary instruction. Education and Treatment of Children, 30(1), 1-22.
Overturf, B.J., Montgomery, L., & Smith, M.H. (2013). Word nerds: Teaching all students to learn and love vocabulary. Portland, ME: Stenhouse Publishers.
Pikulski, J. J., & Templeton, S. (2004). Teaching and developing vocabulary: Key to long-term reading success. Houghton Mifflin Company.
Stahl, S. (2005). Four problems with teaching word meanings (and what to do to make vocabulary an integral part of instruction). In E. H. Hiebert and M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 95–114). Mahwah, NJ: Lawrence Erlbaum. Retrieved from PsycINFO database.
Stahl, S. A., & Kapinus, B. (2001). Word power: What every educator needs to know about teaching vocabulary. Washington, D.C.: National Education Association.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407. doi: 10.1598/RRQ.21.4.1
Zimmerman, B. J., & Pons, M. M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628.
Mitzi Brammer, Ph.D., CCC-SLP, is an assistant professor in the Communication Sciences and Disorders department at Saint Louis University. She is dually certified as a speech-language pathologist and special reading teacher. Dr. Brammer spent 28 years in K-12 special education before moving to teaching in higher education.