Teaching and learning vocabulary : bringing research to practice

By E. Hiebert, M. Kamil. 2005

565 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Information Systems, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/c73a6f65b4b2e73b85c04900b277b3c8a1ca83ae

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In Developmental and Educational Psychology

In Information Systems

In Language and Linguistics

Citations in the corpus

A Study on Vocabulary-Learning Problems Encountered by BA English Majors at the University Level of Education (2019, background): “Hiebert and Kamil (2005) provide another definition for the term vocabulary, which is the knowledge that the learners should have about the meanings of words.”
Paucity and Disparity in Kindergarten Oral Vocabulary Instruction (2014, background): “Nagy (2005) has argued that the relationship between vocabulary and reading comprehension is bidirectional with a large vocabulary contributing to reading and reading contributing to a large vocabulary.”
Supporting Young Children’s Vocabulary Growth: The Challenges, the Benefits, and Evidence-Based Strategies (2011, background): “Since the 1990–1991 school year, the English language learner population has grown approximately 105%, where the general school population has grown by only 12% (Hiebert and Kamil 2005).”
Vocabulary Instruction in Fifth Grade and Beyond (2015, background): “Hiebert (2005) extended this focus on word roots and families to include words that students might know through association with known words, words possessing derivatives that students frequently encounter, and words with multiple meanings.”
Does Play Make a Difference? How Play Intervention Affects the Vocabulary Learning of At-Risk Preschoolers. (2010, unknown): “AmJP 03_1 text.indd 85 10/27/10 2:47:46 PM A growing number of researchers (Beck and McKeown 2007; Schwanenflugel et al. 2005; Wasik and Bond 2001) have capitalized on storybook reading to advance vocabulary instruction, extending vocabulary teaching beyond the event itself.”
Essential Elements of Fostering and Teaching Reading Comprehension (2011, background): “We would add that vocabulary instruction should relate new words to known words, embed instruction in relevant contexts, and include experiences surrounded with meaningful talk (e.g., Baumann, 2009; Hiebert & Kamil, 2005; Stahl & Nagy, 2006).”