Contents: Preface. M.L. Kamil, E.H. Hiebert, Teaching and Learning Vocabulary: Perspectives and Persistent Issues. Part I: Perspectives on How Vocabulary Is Learned. W. Nagy, Why Vocabulary Instruction Needs to Be Long-Term and Comprehensive. A.E. Cunningham, Vocabulary Growth Through Independent Reading and Reading Aloud to Children. J.A. Scott, Creating Opportunities to Acquire New World Meanings From Text. Part II: Instruction and Interventions That Enhance Vocabulary. S.A. Stahl, Four Problems With Teaching Word Meanings and What to Do to Make Vocabulary an Integral Part of Instruction. M. Calderon, D. August, R. Slavin, D. Duran, N. Madden, A. Cheung, Bringing Words to Life in Classrooms With English Language Learners. M.S. Carlo, D. August, C.E. Snow, Sustained Vocabulary-Learning Strategy Instruction for English-Language Learners. P.J. Schwanenflugel, C.E. Hamilton, B.A. Bradley, H.P. Ruston, S. Neuharth-Pritchett, M.A. Restrepo, Classroom Practices for Vocabulary Enhancement in Prekindergarten: Lessons From PAVEd for Success. J.F. Baumann, G. Font, E.C. Edwards, E. Boland, Strategies for Teaching Middle-Grade Students to Use Word-Part and Context Clues to Expand Reading Vocabulary. Part III: Perspectives on Which Words to Choose for Instruction. I.L. Beck, M.G. McKeown, L. Kucan, Choosing Words to Teach. A. Biemiller, Size and Sequence in Vocabulary Development: Implications for Choosing Words for Primary Grade Vocabulary Instruction. E.H. Hiebert, In Pursuit of an Effective, Efficient Vocabulary Curriculum for Elementary Students.
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