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How to Use This Collection: Teaching Spelling and Vocabulary

How to Use This Collection: Teaching Spelling and Vocabulary

Along with suggested resource pairings and discussion prompts, this guide also includes additional resources from ILA such as free-to-read journal articles.


Elfrieda H. Hiebert on How Word Study Promotes Student Understanding

Elfrieda H. Hiebert on How Word Study Promotes Student Understanding

Vocabulary instruction that provides a framework for the understanding of word structures and meanings when approaching unfamiliar words. *This video is excerpted from a full session.

Speaker(s): Elfrieda H. Hiebert


Susan B. Neuman on the Complexities of Teaching Vocabulary

Susan B. Neuman on the Complexities of Teaching Vocabulary

Vocabulary strategies for reaching all children that recognize their rich diversity of background knowledge and experiences. *This video is excerpted from a full session.

Speaker(s): Susan B. Neuman


Heidi Anne Mesmer on Using a Lesson Routine and Prioritizing Useful Letter–Sound Patterns

Heidi Anne Mesmer on Using a Lesson Routine and Prioritizing Useful Letter–Sound Patterns

Specific techniques that can be used to accelerate foundational skills instruction, particularly considering the effects of COVID-19, that are both engaging and effective. *This video is excerpted from a full session.

Speaker(s): Heidi Anne Mesmer


Going Nuts for Words: Recommendations for Teaching Young Students Academic Vocabulary

Going Nuts for Words: Recommendations for Teaching Young Students Academic Vocabulary

How early childhood educators can improve the quantity and quality of their vocabulary instruction when using a comprehensive vocabulary program that features routine shared book reading, direct vocabulary instruction, and supports for word consciousness.

Author(s): Tricia A. Zucker, Sonia Q. Cabell, and Danielle L. Pico


Playing With Words: Using Playful Learning Experiences in the Early Childhood Classroom to Build Vocabulary

Playing With Words: Using Playful Learning Experiences in the Early Childhood Classroom to Build Vocabulary

Ideas that extend beyond shared book reading that are active, engaging, meaningful, and can be easily adapted in any early childhood classroom.

Author(s): Allyson Strmiska Masters, Molly E. Scott, Charlotte A. Wright, Tamara Spiewak Toub, David K. Dickinson, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek


Relationships of Teachers’ Language and Explicit Vocabulary Instruction to Students’ Vocabulary Growth in Kindergarten

Relationships of Teachers’ Language and Explicit Vocabulary Instruction to Students’ Vocabulary Growth in Kindergarten

The central role that content-focused instruction and conceptually rich discussions play in vocabulary development.

Author(s): Jocelyn Bonnes Bowne, Hirokazu Yoshikawa, and Catherine E. Snow


Stages, Phases, Repertoires, and Waves: Learning to Spell and Read Words

Stages, Phases, Repertoires, and Waves: Learning to Spell and Read Words

An exploration of the debate between stage theory and repertoire/alternative theories, including differences, common ground, and implications for spelling, word analysis, and vocabulary instruction.

Author(s): Shane Templeton


Syllabic Versus Morphemic Analyses: Teaching Multisyllabic Word Reading to Older Struggling Readers

Syllabic Versus Morphemic Analyses: Teaching Multisyllabic Word Reading to Older Struggling Readers

How explicit word-reading instruction, focused on syllabic and morphemic analyses of multisyllabic words, should be considered for improving older struggling readers’ word-reading skills.

Author(s): Alpana Bhattacharya


Using a Generative Vocabulary Matrix in the Learning Workshop

Using a Generative Vocabulary Matrix in the Learning Workshop

An interactive concept organizer that scaffolds student engagement in meaning-making discourse to develop background knowledge in vocabulary instruction.

Author(s): Sue C. Larson