Vocabulary Instruction in Fifth Grade and Beyond: Sources of Word Learning and Productive Contexts for Development

被引：59

作者：

Ford-Connors, Evelyn ^{[1
]}

Paratore, Jeanne R. ^{[2
]}

机构：

[1] Boston Univ, Sch Educ, Boston, MA 02215 USA

[2] Boston Univ, Boston, MA 02215 USA

来源：

REVIEW OF EDUCATIONAL RESEARCH | 2015年 / 85卷 / 01期

关键词：

vocabulary; classroom instruction; discussion; teacher talk; adolescent; READING-COMPREHENSION; MORPHOLOGICAL ANALYSIS; ACADEMIC VOCABULARY; UPPER ELEMENTARY; PRINT EXPOSURE; KNOWLEDGE; STUDENTS; CLASSROOM; CHILDREN; ENGLISH;

D O I：

10.3102/0034654314540943

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Increasing the vocabulary knowledge of young adolescent and adolescent students has been a focal point of educational research and many teacher professional development initiatives. Yet many teachers continue to use traditional, but generally ineffective, methods of classroom-based vocabulary instruction. Synthesizing the literature around the general topics of vocabulary instruction, classroom discourse, and teacher talk, this review provides a comprehensive and critical examination of instruction that supports vocabulary learning in older students with a particular focus on practices that promote productive discussions of content.

引用

页码：50 / 91

页数：42

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[3]

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[4]

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[5]

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