Research on Vocabulary Instruction in the Content Areas: Implications for Struggling Readers

By Janis Harmon, Wanda B. Hedrick, K. Wood. 2005

207 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Vocabulary: A Critical Component of Comprehension (2005, background): “structural analysis that teaches students roots and affixes (Harmon, Hedrick, & Wood, 2005 )”
The Influence of Mathematics Vocabulary Instruction Embedded Within Addition Tutoring for First-Grade Students With Mathematics Difficulty (2015, background): “(b) Teachers should understand the mathematics vocabulary introduced within the mathematics curriculum and how to define vocabulary terms to students (Harmon et al., 2005).”
An Investigation of the Mathematics-Vocabulary Knowledge of First-Grade Students (2017, methodology): “Pierce and Fontaine (2009) and Harmon et al. (2005) discussed Monroe and Panchyshyn’s (1995) four mathematics-vocabulary categories as a viable method for deconstructing mathematics vocabulary. These four categories are more specific than those for academic vocabulary (e.g., domain-specific vs. gene”
Creating a Middle School Mathematics Curriculum for English-Language Learners (2008, background): “One effective instructional methodology is the use of sheltered instruction or sheltered subject matter teaching (Krashen, 1992). Sheltered or scaffolded teaching strategies in support of a student’s development have their roots in Vygotsky’s (1978) zone of proximal development.”