“Now that ‘vocabulary’ is included on the Nation’s Report Card, teachers will want to know how to help students increase their word power. Graves’ advice will be invaluable in what to do—and what not to do.”
—Robert Calfee, Professor Emeritus, University of California, Riverside

“This book is an excellent resource for practitioners interested in developing a comprehensive program for building vocabulary in children. It is also of great value for researchers who wish to design and test vocabulary interventions.”
—Diane August, Senior Research Scientist, Center for Applied Linguistics

“Michael Graves provides clear, practical, empirically grounded strategies and techniques for each component that K–12 classroom teachers and reading specialists will find invaluable. This is a must-have professional resource for the desk of all literacy and subject-matter teachers.”
—James F. Baumann, University of Georgia

This text presents a comprehensive plan for vocabulary instruction from kindergarten through high school—one broad enough to instruct students with small vocabularies, exceptional vocabularies, and every child in between. Written by one of the top experts in the field, this practical book presents a research-based program with plenty of classroom examples and strategies that teachers can use. The comprehensive plan includes four parts: rich and varied language experiences, teaching individual words, teaching word learning strategies, and fostering word consciousness.

Features:

• Provides teachers with sound advice and research-based models of exemplary instruction.
• Addresses issues related to all types of students, including English language learners.
• Includes portraits of comprehensive vocabulary programs in primary, mid-elementary, middle school, and high school classrooms.
• Represents a synthesis of the author’s 30 years of work on vocabulary development and instruction.

Michael F. Graves is Professor of Literacy Education and Guy Bond Fellow in Reading in the Department of Curriculum and Instruction at the University of Minnesota.