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Carver, R. P. (1994). Percentage of unknown vocabulary words in text as a function of the relative difﬁculty of the text: Implications for instruction. Journal of Reading Behavior, 26(4), 413–437.
Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934-945.
Garcia, E. (1991). Education of linguistically and culturally diverse students: Effective instructional practices. Educational practice report number 1. Santa Cruz, CA and Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning. (ERIC Document Reproduction Service No. ED 338 099).
García, G. E., & Nagy, W. E. (1993). Latino students’ concept of cognates. In D. J. Leu & C. K. Kinzer (Eds.), Examining central issues in literacy research, theory, and practice. Chicago: National Reading Conference.
Graves, M. (2000). A vocabulary program to complement and bolster a middle-grade comprehension program. In B. M. Taylor, M. F. Graves, & P. van den Broek (Eds.)., Reading for meaning: Fostering comprehension in the middle grades (pp. 116–135). Newark, DE: International Reading Association.
Hart, B., & Risley, R. T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.
Jiménez, R. T., García, G. E., & Pearson, P. D. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31(1), 90-112.
Nagy, W. (1997). On the role of context in first- and second-language vocabulary learning. In: N. SCHMITT AND M. MCCARTHY, eds. Vocabulary: description, acquisition and pedagogy. Cambridge: Cambridge University Press.
Nagy, W. E., Herman, P. A. & Anderson, R. C. (1985). Learning words from context. Reading Research Quarterly, 20, 233–253.
National Institute of Child Health & Human Development. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NIH Publication No. 004769). Washington, DC: U.S. Government Printing Office.
Roberts, G., Torgesen, J. K., Boardman, A., & Scammacca, N. (2008). Evidence-based strategies for reading instruction of older students with learning disabilities. Learning Disabilities Research & Practice, 23, 63-69.
Senechal, M., LeFevre, J., Thomas, E.M., & Daley, K.E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33, 96-116.
Shu, H., Anderson, R. C., & Zhang, Z. (1995). Incidental learning of word meanings while reading: a Chinese and American cross-cultural study. Reading Research Quarterly, 30, 76–95.
Stoller, F. & W. Grabe. (1995). “New Directions in Content-Based Instruction: A Six-Ts Approach.” Paper presented at TESOL Conference, Long Beach, CA.
Swanborn, M. S. L., & de Glopper, K. (1999). Incidental word learning while reading: A meta-analysis. Review of Educational Research, 69, 261–285.