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Getting Into Words
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Table of Contents

Getting Started; Introduction; The Tools of Success; Teaching Word Learning Strategies; Strategies that Strengthen Comprehension Clarifying Strategies in Action; Developing Intentional Word Learning Skills; Traffic Signs, Word Knowledge, and Self-regulation; Monitoring Word Learning; Controlling Word-Learning Strategies; Building Knowledge; Choosing Words to Teach and Learn; Graphic Organizers and Word Sorts; Teaching Vocabulary to Young Children and Second Language Learners; Vocabulary Instruction for Young Children; Vocabulary Instruction for English Language Learners; Managing a Comprehensive Vocabulary Development Program; Teaching Vocabulary to Strengthen Comprehension; References; Glossary; Answer Keys for Activity Sheets

About the Author

Shira Lubliner has been an educator for more than 30 years, working as a classroom teacher, a private school principal, and a teacher educator. She taught a variety of grade levels, working with children in elementary school, middle school, and high school. After many years as an administrator, Dr. Lubliner returned to the classroom to teach fifth grade in a diverse California public school. Dr. Lubliner completed her doctorate in learning and instruction at the University of San Francisco and is currently an assistant professor of teacher education at California State University, Hayward. She teaches methods classes for perspective teachers and graduate reading courses and conducts classroom-based research in local elementary schools. Shira Lubliner's research interests focus on methods of vocabulary instruction that imporvoe children's reading comprehension achievement. She designed a comprehensive program of vocabulary development, on which this book is based, that can be implemented by classroom teachers using regular instructional materials. Results from a recent study she conducted in one of California's lowest performing Title I schools documented large gains in vocabulary and reading comprehension and a narrowing of the achievement gap between Title I students and those in an above-average school following the implementation of this comprehensive vocabulary development program (Lubliner & Smetana, 2004, manuscript submitted for publication). Dr. Lubliner presents workshops for teachers on vocabulary instruction and reading comprehension throughout the United States and is often a speaker at the annual meetings of the American Educational Research Association, the International Reading Association, the National Council for the Social Studies, and the California Reading Association. Dr. Lubliner is the author of the article Help for Struggling Upper-Grade Elementary Readers (The Reading Teacher, February 2004) and the book A Practical guide to Reciprocal Teaching (Wright Group/McGraw-Hill, 2001). Shira Lubliner has been married to Efi Lubliner for 29 years and is the mother of four delightful children, Dania, Leora, Dori and Elan Lubliner. Linda Smetana has worked as an educator for more than 30 years. She taught in the public school system from kindergarten through continuation high school. Since the 1980s, her work has centered on strategies for students with reading difficulties and learning disabilities. She teaches courses in reading, language arts, and special education at California State University, Hayward. Her current research and teaching interests are fluency and vocabulary development and application of such strategies in classroom settings. Linda Smetana has been married for 33 years to Ron Smetana and is the mother of Daniel and Joel Smetana.

Reviews

"Chock full of practical, kid-friendly, easy to use vocabulary strategies . . . This is a valuable and timely resource that every teacher will want to own. It will be referred to and used over and over again [and] will greatly enrich classroom vocabulary instruction." --Rhona Wanetick, M.L.S.

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