The University of Iowa

Vocabulary and Language

Readers understand the words and concepts they read, write, hear and say.

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).

A Synthesis of Morphology Interventions and Effects on Reading Outcomes for Students in Grades K-12

Deborah K. Reed, Ph.D.

This article synthesized the morphology intervention studies conducted in English with students in kindergarten through 12th grade between 1986 and 2006. Seven studies were identified as focusing primarily on morphology instruction, including roots and affixes, and measuring one or more reading-related outcomes (e.g., word identification, spelling, vocabulary, reading comprehension).

Research-Based Lessons That Support Student Independent Reading in Social Studies

Deborah K. Reed, Ph.D.

High school social studies teachers face unique challenges in helping their students learn independently from text in their discipline. In this article, a set of research-based practices that couple independent student reading with high-quality instruction proven to improve content learning for high school nonnative English speakers is provided.

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.