RM Winter 2016 FLIP

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Reading Matters
Teaching Matters
Reading Matters | Volume 16 • Winter 2016 | |51|
Ogle, &Watts-Taffe, 2006). The reading aloud of informational
texts places students in a ripe learning environment, but teachers
of young learners often come up empty handed for vocabulary
teaching strategies when the majority of these are aimed toward
learners in the upper grade levels. Instead of focusing on what
is not available, teachers of K-2 grade students need to try
their hand at modifying more difficult strategies for vocabulary
success. Presented here are just three strategies that have been
modified for successful use in the K-2 classroom, yet there are
countless vocabulary strategies that could be suitably adapted.
Early elementary teachers can and should be resourceful when
it comes to exposing students to content-specific vocabulary.
References
Antonacci, P. A., & O’Callaghan, C. M. (2012). Promoting literacy development: 50
research-based strategies for K-8 learners.Thousand Oaks, CA: Sage Publications Inc.
Alvermann, D. E., Smith, L. C., & Readence, J. E. (1985). Prior knowledge activation
and the comprehension of compatible and incompatible text. Reading Research
Quarterly, 20(4), 420-436.
Biemiller, A., & Boote, C. (2006). An effective method for building meaning
vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44–62.
Blachowicz, C. L. Z., Fisher, P. J. L., Ogle, D., &Watts-Taffe, S. (2006). Vocabulary:
Questions from the classroom. Reading Research Quarterly, 41 (4), 524-539.
Bransford, J. & Johnson, M. (1972). Contextual prerequisites for understanding:
Some investigations of comprehension and recall. Journal of Verbal Learning &
Verbal Behavior, 11(6), 717–726.
Carey, S. (1978). The child as a word learner. In J. Bresnan, G. Miller, & M. Halle
(Eds.).Linguistic theory and psychological reality (263-293). Cambridge, MA: MIT
Press.
Dale, E. (1965). Vocabulary measurement: Techniques and major findings.
Elementary English, 42, 895-901, 948.
Frayer, D. A., Frederick, W. D., & Klausmeier, H. J. (1969).A schema for testing the
level of concept mastery. Madison: Wisconsin Research and Development Center for
Cognitive Learning.
Herrera, S. G., Holmes, M., & Kavimandan, S. (2011). Crossing the vocabulary bridge:
Differentiated strategies for diverse secondary classrooms. Teachers College Press.
Kindle, K. J. (2009). Vocabulary development during read-alouds: Primary
practices. The Reading Teacher, 63(3), 202-211.
Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). Learning words from context.
Reading Research Quarterly, 20(2), 233-253.
Yopp, R. H. & Yopp, H. K. (2004). Preview-predict-confirm: Thinking about
language and content informational text.The Reading Teacher, 58, 79-83.
Literature Cited
Aloian, M. (2010). Different Kinds of Soil. New York, NY: Crabtree Publishing
Company.
Ebersole, R. (2014, January). Penguin Power. National Geographic Extreme Explorer,
2-9.
Gibbons, G. (1999). The Pumpkin Book. New York: Holiday House 
Koti Hubbard ) is a doctoral student
in Language, Literacy, and Culture, specializing in early literacy
development. Prior to pursuing doctoral study, she received
a degree in early childhood education and a master’s degree
in literacy education from Clemson University. Her research
interests focus on early childhood writing development,
struggling readers, and literature response and discussion.
Rachael Huber ) holds a B.S. in Early
Childhood Education from Lee University and a from
Louisiana State University. She is an experienced early childhood
educator and has taught prekindergarten, kindergarten
and second grade. She is currently in her second year of
doctoral studies and works as a research assistant with the
Clemson University Reading Recovery Training Center.
Leslie A. Salley ) is a former high
school English teacher and currently a doctoral student
in Clemson University’s Literacy, Language, and Culture
program. She has also published her work in The ALAN
Review and Brevity. You can read more about Leslie on her
LinkedIn profile: