Description
Vocabulary development is essential for learning, but conventional vocabulary assessments lack the range and flexibility to support K–12 classroom teachers in making instructional decisions. Drawing on linguistics, educational psychology, and educational measurement, this book offers a fresh perspective on word learning and describes powerful, precise assessment strategies. Guidelines are presented for selecting which words to teach, evaluating the depth and richness of students' word knowledge and their ability to apply it in complex contexts, designing effective instructional practices, and using technology to create adaptive and scalable assessments. User-friendly features include sample test items, classroom examples, a glossary, and suggested print and online resources.
Chapter
1. The Importance of Teaching and Assessing Vocabulary
The Relationship between Vocabulary and Reading Comprehension
The Relationship between Vocabulary and Writing Quality
The Relationship among Expertise, Critical Thinking, and Vocabulary Development
The Need for Greater Prominence of Vocabulary as a Topic in American Education
The Problem We Address in This Book
2. A New Perspective for Thinking about Vocabulary
Complexities of Word Learning
Structural Regularities of Language
Tacit Knowledge of Generative Patterns
General Discussion of Generative Patterns
The Importance of Context in Instruction and Assessment
Specific Knowledge of Words and Phrases
Metalinguistic and Metacognitive Awareness of Words and Their Properties
The Role of Dictionaries in Vocabulary Learning
3. Surveying the State of Vocabulary Assessment
Multiple Purposes for Assessing Vocabulary
Issues Associated with Assessments
Traditional Vocabulary Assessment
The Receptive Assessment of Definitional Knowledge
What Traditional Assessments Miss (and the Purposes for Which It Matters)
What's on the Horizon in Assessment
The Impact of Recent Educational Reforms
What We Do Not Yet See in Recently Developed Vocabulary Assessments
4. Which Words and Word Meanings Should We Teach and Assess?
Selecting Words, Word Patterns, and Contexts for Instruction
Selecting Words, Word Patterns, and Contexts for Assessment
5. How Should We Assess Vocabulary?
Depth (or Richness) of Lexical Knowledge
Partial and Incremental Knowledge of Words
Assessing the Impact of Vocabulary on Higher-Level Literacy
6. Classroom Practices for Vocabulary Instruction
Establishing a Word-Conscious Classroom
Focused Vocabulary Instruction
Building Metalinguistic Awareness of Generative Patterns
Aligning Instruction and Assessment
7. The Role of Technology to Support Adaptive, Flexible, and Scalable Assessments
Automated Reading and Vocabulary Tutoring Systems
The Technologies That Support Tutoring Systems
Appendix 7.1. Some Important Corpora
8. Resources for Developing a Nation of Word Learners
Online Resources for Implementing Effective Vocabulary Instruction
Selected Books for Developing Word Awareness
Recommended Novels with Superb Gifts of Words
Resources Authored by Our Conference Participants
Vocabulary Assessment to Support Instruction
：Building Rich Word-Learning Experiences
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