Bringing Words to Life: Robust Vocabulary Instruction

By Isabel L. Beck, Margaret G. McKeown, Linda L. Kucan. 2002

1,787 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5488cc2850b9839840470c716fb600f8d2b7e2c5

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Citations in the corpus

Book reading and vocabulary development: A systematic review (2016, background): “For example, ilverman et al. (2013) followed the recommendations outlined y Beck et al. (2002) to choose words that were important for nderstanding the text, useful for children to know, and that could elp build conceptual understanding.”
The Role of Children's Phonological and Semantic Knowledge in Learning to Read Words (2012, methodology): “The nature of the semantic training was informed by recommendations for rich vocabulary instruction as laid out by Beck, McKeown, and Kucan (2002): 1.”
The Importance of Early Vocabulary for Literacy Achievement in High-Poverty Schools (2008, background): “Efforts at vocabulary instruction have been directed at older children (Beck, McKeown, & Kucan, 2002 ; Carlo et al, 2004 ) and relatively limited attention has been given to vocabulary instruction in early childhood and primary grade classrooms.”
The Effects of an Intensive Shared Book-Reading Intervention for Preschool Children at Risk for Vocabulary Delay (2011, background): “Specifically, Tier II words are words that appear frequently in a variety of texts and allow children to describe familiar situations and people with greater sophistication and clarity (Beck et al., 2002).”
The Mnemonic Value of Orthography for Vocabulary Learning in Language Minority Students (2008, background): “Beck, McKeown, and Kucan (2002; Beck & McKeown, 2007) recommended multiple steps for teaching new words from trade books after teachers have read them aloud to students: (a) review the more difficult words and where they occurred in the story and explain their meanings, (b) have children repeat the ”
Educational Effects of a Vocabulary Intervention on Preschoolers' Word Knowledge and Conceptual Development: A Cluster‐Randomized Trial (2011, background): “In contrast, Beck and her colleagues (Beck et al., 2002) have argued for sophisticated words—Tier 2 words of high utility for mature language users that are characteristic of written language.”
Vocabulary: A Critical Component of Comprehension (2005, background): “Effective instruction, however, requires more than this (Beck, McKeown, & Kucan, 2001 ; Klesius, Griffith, & Zielonka, 1991 ).”
Vocabulary Tricks: Effects of Instruction in Morphology and Context on Fifth-Grade Students’Ability to Derive and Infer Word Meanings (2003, background): “” In summary, our findings document that even brief, explicit, teacher-led lessons on text-relevant vocabulary enhanced students’ learning and recall of words (Beck et al., 2002).”
Can the Simple View Deal with the Complexities of Reading (2008, background): “Researchers such as Beck et al. (2002) and Biemiller and Boote (2006) have shown how vocabulary is involved and how it can be taught.”
Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth (2009, background): “This specialized knowledge includes understandings of the general developmental progression of literacy learning ( Adams, 2001 ), knowledge of the alphabetic principal including phonological awareness and phonics ( Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg, 2001 ), specific reading comprehen”
Direct Vocabulary Instruction in Kindergarten: Teaching for Breadth versus Depth (2009, background): “In other words, “knowing a word is not an all-or-nothing proposition” (Beck et al., 2002, p. 9).”
Paucity and Disparity in Kindergarten Oral Vocabulary Instruction (2014, methodology): “Across three different criteria (Beck et al., 2002; Biemiller, 2009; Weizman & Snow, 2001), there was convergence among them that most words explained during vocabulary episodes were not challenging, or sophisticated, or of high utility for mature language users.”
Relationships Between Word Knowledge and Reading Comprehension in Third-Grade Children (2006, background): “Multiple repetitions help improve the speed of accessing the word’s meaning (Beck et al., 2002).”
Early Primary Literacy Instruction in Kenya (2011, background): “The students were engaged in this activity, and the simultaneous movement and repetition also likely helped develop their oral vocabularies (Beck et al. 2002).”