Book Description
Steven Stahl evaluates classic and contemporary views on vocabulary and reading comprehension, questions each from the standpoints of research and practice, and suggests those practices that have had the most positive results in the classrooms and clinics of today. Topics covered include such important issues as the relationship between vocabulary knowledge and reading comprehension; how people learn words from context and what it means to "know" a word. The author presents general principles for teaching words and word meanings and procedures for teaching word meanings as concepts. Each chapter presents a topic and how it is addressed in the research literature, then how the findings can best be used in classroom practice, connecting new findings with work with students.
