Large problem spaces: The challenge of vocabulary for English language learners.

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Evidence for the Importance of Academic Word Knowledge for the Academic Achievement of Diverse Middle School Students (2012, background): “The importance of vocabulary for reading comprehension and academic achievement in general is uncontroversial (Beck, Perfetti, & McKeown, 1982; Carlisle, 2007; McKeown, Beck, Omanson, & Perfetti, 1983; Nagy, 2007; Snow & Kim, 2007; Stahl & Fairbanks, 1986).”
The Interdependence Continuum: A Perspective on the Nature of Spanish–English Bilingual Reading Comprehension (2010, background): “Snow and Kim (2006) locate these and other literacy outcomes along a continuum of “problem spaces” that are implicated in development, teaching, and learning.”
Words as Tools: Learning Academic Vocabulary as Language Acquisition (2012, background): “Academic vocabulary is perhaps the most obvious aspect of academic language, and lack of academic vocabulary knowledge has consistently been identiﬁed as an obstacle to student success (Corson, 1997; Garcı´a, 1991; Snow & Kim, 2007).”