This study aims to grow the literature by examining the "how" of disciplinary literacies (DL) elementary mathematics instructional practices in teacher education, which is under-reported. Using qualitative case study methods, we examined how one cohort of elementary preservice teachers (PTs) enacted the DL instructional practices in…

The purpose of this qualitative descriptive case study was to explore the teacher/student reading conferences in two first grade teachers' classrooms in one primary school. Sixteen one-to-one reading conferences were recorded and transcribed over a two-month period and coded for content as related to the CAFÉ (Boushey & Moser, 2009) model of…

Instructional design is an integral part of a balanced approach to teaching vocabulary instruction. This article presents several instructional procedures using research-based vocabulary strategies and explains how to design and adapt those strategies in order to reach desired learning outcomes. Emphasis is placed on research-based principles that…

The authors explore the practice of incorporating graphic novels in a Tier 2 Response To Intervention (RTI) program for five elementary-aged struggling readers in an urban school. Using a formative experiment framework, the study found that graphic novels provided a vehicle for the application of word recognition and fluency strategies learned in…

This action research project investigated 2 different instructional procedures used for third grade students' vocabulary acquisition. We researched read-aloud trade books containing targeted vocabulary words with daily direct word learning strategies and compared that to a traditional definitional approach with 12 bilingual and 4 monolingual…

Describes a teaching technique for developing the vocabulary of students in high school reading classes. (RB)

Begins a four-part series dealing with practical suggestions for improving the vocabularies of high school students. (Author/RB)

Examines five types of vocabulary possessed by all learners and outlines methods for helping students build overall vocabulary abilities. (GW)

Presents strategies designed to encourage the predictive behavior of students attempting to acquire new vocabulary. (FL)

Discusses the understandings and attitudes needed for successful vocabulary development. Groups these into three categories--intellectual, practical, and affective. (FL)

Offers a vocabulary testing technique that requires the student to match the description of a situation or the expression of an idea with a word to which the situation or idea alludes. (FL)

Discusses the contradictions found in recommendations for direction instruction or informal math language development, and some suggestions for practical resolution of disagreements, to enable school reading specialists to provide both background and practical help to classroom instructors teaching math. (HTH)

Describes an instructional technique for expanding children's vocabulary that embodies the principle that learning involves relating new experiences to what is already known. (FL)