Teaching Word Meanings

By Steven A. Stahl, William Nagy. 2005

536 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2cee44baf50f40e0d2e6bd2f3f0b66ce8906d490

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In Language and Linguistics

Citations in the corpus

Knowledge foundations for teaching reading and spelling (2009, background): “An oft-stated goal of vocabulary instruction, for example, is to foster students’ ‘‘wordconsciousness’’ or ability and motivation to explore language independently (Graves 2006; Stahl & Nagy, 2006).”
The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children: A Meta-Analysis (2009, background): “It is estimated that children learn between 2,000 and 3,000 new words per year (see Stahl & Nagy, 2006).”
Effects of a Supplemental Vocabulary Program on Word Knowledge and Passage Comprehension (2012, background): “Stahl and Nagy (2006) referred to these kinds of words as “high utility general vocabulary” and described them as “words you’d expect to be part of a literate person’s vocabulary” (p. 61).”
Teacher Education, Book-Reading Practices, and Children's Language Growth Across One Year of Head Start (2009, background): “Knowledge of words is a critical component for word recognition as well as reading comprehension (Stahl & Nagy, 2006).”
Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: contributions of syntax and transcription to translation (2011, background): “For further discussion of these issues, see Stahl and Nagy (2005).”
The Effects of Vocabulary Intervention on Young Children’s Word Learning (2010, background): “As Stahl and Nagy (2006) report, the size of children’s vocabulary knowledge is strongly related to how well they will come to understand what they read.”
Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners: A parallel process latent growth curve model (2011, background): “As a result, language instruction in the middle grades cannot stop at teaching new words, but must also equip students to be more effective independent word learners (Carlo et al., 2004; Stahl & Nagy, 2006).”
Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency (2012, background): “…study converge with previous empirical findings (e.g., Nagy et al., 2006) as well as a common theoretical argument (e.g., Kuo & Anderson, 2006; Stahl & Nagy, 2006) in suggesting that an important role for MA involves the broadening of students’ reading vocabulary, which in turn yields a…”