Getting Into Words Vocabulary Instruction that Strengthens Comprehension

By Shira Lubliner, Ed.D., with Linda Smetana, Ed.D.

For children with poor vocabulary development, reading is intimidating rather than exciting. That's why elementary and middle school teachers need this activity-filled guidebook: to improve students' independent word learning skills and strengthen their comprehension so they'll tackle their schoolwork with confidence. Teachers will start by learning about the model developed by the author, who believes that good vocabulary skills come from knowing important words and knowing how and when to use word acquisition strategies. Then teachers will motivate their students with a wide range of fun, engaging worksheets that go beyond traditional methods like memorizing word lists.

Educators will find guidelines on teaching vocabulary to younger children and English language learners and helping students implement vocabulary strategies spontaneously. They'll also benefit from sample student/teacher interactions, answer keys to the student worksheets, and guidance on managing a schoolwide vocabulary development program. This practical, easy-to-use book - built around research-based principles - really helps children "get into words" so they'll be confident, motivated readers ready for school success.

About the Author

Shira Lubliner, Ed.D., has been an educator for more than thirty years, working as a classroom teacher, a private school principal, and a teacher educator. An assistant professor of teacher education at California State University, Hayward, Dr. Lubliner teaches methods classes for pre-service teachers and reading courses to graduate students. She conducts classroom-based research in local elementary schools, has taught a variety of grade levels, and recently returned to the classroom to teach fifth grade in a diverse California public school. Dr. Lubliner presents workshops for teachers on vocabulary instruction and reading comprehension throughout the country and often speaks at annual meetings of the American Educational Research Association, the International Reading Association, the National Council for the Social Studies, and the California Reading Association.