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Session Submission Type: Symposium
Vocabulary is at the center of learning and instruction in that words represent concepts and concepts are the building blocks of the knowledge in texts and oral language. Insights into vocabulary learning and instruction have been especially prolific over the past decade as numerous researchers have asked critical questions and applied a range of methodologies to answer questions. This symposium brings together four lines of research that exemplify current, innovative programs of research on vocabulary.
Vocabulary through Listening, Speaking, Reading, and Writing in Upper Elementary Grades - Rebecca Silverman, Stanford University; C. Patrick Proctor, Boston College; Erika Moore Johnson, Stanford University; Kristin Keane, Stanford University
The Importance of Background Knowledge and Academic Vocabulary: Supporting Adolescent Long-Term English Learners’ Reading Comprehension - Dianna Townsend, University of Nevada Reno; Lisa Johnson, Washoe County School District; Lizeth I. Lizarraga-Duenas, University of Nevada, Reno
What Difference Do Vocabulary Interventions Make? - Gina N. Cervetti, University of Michigan; Miranda Fitzgerald, University of North Carolina at Charlotte; Elfrieda H Hiebert, TextProject; Michael Hebert, University of Nebraska Lincoln
What is the Task Represented by Rare Vocabulary in Texts? - Elfrieda H Hiebert, TextProject; Alia Pugh, TextProject