University of Iowa

Language: Vocabulary Acquisition and Use

Teacher in front of class during vocabulary instruction

Attributes of Effective Explicit Vocabulary Instruction

By:  
Leah Zimmermann, M.Ed.
Deborah K. Reed, Ph.D.

Posted on: October 31, 2017
Teaching a word through explicit vocabulary instruction involves multiple steps to ensure deeper student understanding of essential words and increased reading comprehension.

Parent-Child Conversation: More Than Just Idle Chatter

By:  
Jennifer Knight, Ph.D.

Posted on: July 11, 2017
When parents engage in meaningful oral conversations with children in the home, it can have a positive impact on their vocabulary skills and overall reading ability. Our tips can help foster more of these conversations.

The Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners

Deborah K. Reed, Ph.D.

This study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6–10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (ΔR 2 = .11–.31) in comprehension as compared to spelling (ΔR 2 = .01–.09).

RTI for Reading at the Secondary Level: Recommended Literacy Practices and Remaining Questions

Deborah K. Reed, Ph.D.

Grounded in the best current knowledge, this book shows how to implement response to intervention (RTI) in middle and high school contexts. Detailed guidelines are presented for teaching reading comprehension, vocabulary, and other aspects of literacy across the content areas, and for providing effective interventions for students who require additional support.

Bringing Literacy Strategies into Content Instruction: Professional Learning for Secondary-Level Teachers

Deborah K. Reed, Ph.D.

This document provides research-based guidance on academic literacy instruction in the content areas, specifically focusing on the effective use of text in content areas. It reviews the research evidence about content-area literacy instruction for adolescents and suggests ways teachers can use content-area texts to enable students to understand the vocabulary and concepts they contain.