The vocabulary-attuned educator recognizes the contribution of word meaning to comprehension and the multifaceted nature of acquisition. Designing effective instruction requires an understanding of the role of vocabulary, the dimensions of word meaning, and evidenced-based instructional principles and practices. This session explores this knowledge base and an informed framework for intentional and incidental instruction. It also purposefully incorporates text-based examples of strategies and activities applicable in the classroom.
READING, SKILLS, & STRATEGIES: Examine the role of vocabulary acquisition and ability in listening and reading comprehension, and in speaking and writing.
TEACHING/INSTRUCTION/INTERVENTION: Discover the complexity of vocabulary knowledge and its important role in reading and reading intervention.
TEACHING/INSTRUCTION/INTERVENTION: Examine effective practices for teaching specific language comprehension strategies for the students who are struggling with reading.
TEACHING/INSTRUCTION/INTERVENTION: Examine the conditions under which teachers can learn and apply understandings of language and literacy to more effective instruction of “at risk” students.
TEACHING/INSTRUCTION/INTERVENTION: Recognize the various speech/language issues of children who have dyslexia and other related language learning disabilities.
Disclosure: Nancy Hennessy and Julia Salamone have no relevant financial or nonfinancial relationships to disclose.
The Consulting Network