The Missouri Reader Vol. 43, Issue 1 | Page 25



A Vocabulary Strategy: K.I.M.\

Timothy Rasinskil



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

Timothy Rasinskil

“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


Key Ideas, Information, Memory Cue

Timothy Rasinskil


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Gleason, J. B., & Ratner, N. B. (2017). The development of language (9th ed.). Boston, MA: Pearson.

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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.

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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.

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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

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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.