Pwerful Vocabulary for Reading Success

First Vocabulary Program Developed Since NCLB
Also from Cathy Collins Block and John Mangieri! The Vocabulary-Enriched Classroom offers cutting edge word-learning strategies for all students!
Cathy Collins Block and John Mangieri Present: Build Successful Readers With Research-Based Vocabulary Strategies Using Children´┐Żs Literature

Research Base
A Powerful Program That's Based on the Latest Research

FEATURE DESCRIPTION RESEARCH BASE BENEFITS
High Utility Words The program includes vocabulary words selected from widely referenced English word lists including the Harrison-Jacobson, Francis Kucera, Dolch, and Fry BasicWords of the English Language. Research shows that students should betaught words that they encounter often in print.The National Reading Panel (NRP, 2000) reportsthat the more thoroughly students learn highutility words, the better they will be ableto comprehend text that contains these orsimilar words. Research shows that students should betaught words that they encounter often in print.The National Reading Panel (NRP, 2000) reportsthat the more thoroughly students learn highutility words, the better they will be ableto comprehend text that contains these orsimilar words. Student mastery of these words is reinforced as they see these words in print.Since the words are characteristic of a core set of word families, the learning of one word unlocks themeaning of many other new words.
Multiple Exposures to Words and Meanings Each lesson teaches word meanings incrementally and repeatedly. Students apply each new vocabulary word at least seven times, ensuring mastery of new words. Studies show that for students to understand aword’s meaning, they must experience rich, effectiveinstruction around the word (Beck, McKeown & Kucan, 2002; Block 2004). Students retain newly taughtwords because they understand their meaning and have had the requisite number of exposures to the word to insure mastery.
Combined Instructionof Word-Learning
Principles and
Vocabulary-Building
Strategies
The program teaches wordlearning principles and vocabulary buildingstrategies together inevery lesson. Students who are taught word-learning principlesand vocabulary-building strategies togetherincrease their vocabulary more rapidly than whenthey learn only either one word learning principleor one vocabulary-building strategy a week (Block and Mangieri, 1995/6). Students increase their vocabulary more rapidly. Students develop word consciousness, including theability to think independently about words and use them in meaningful contexts in their school and outside experiences with text. Thusvocabulary learning becomes an on going process.
Context-Based
Vocabulary Instruction
Every lesson teaches wordsin context so that vocabularyand comprehension are builtsimultaneously. Research findings consistently show thatvocabulary instruction is most effective whenlearners receive both definitional and contextualinformation (Stahl, 1998). Content-based instructionimproves reading comprehensionas well as students’ positive attitude towards reading.As students learn more words, their reading abilities advance to higher levels.
Multi Modal
Instruction
Lessons and activities arepresented across severallearning modalities. Studentshave the opportunity to use words in meaningful ways—through reading, listening, speaking writing, dramatizing, and illustrating. The National Reading Panel (2000) reported thatdependence on a single vocabulary method, suchas visual, auditory or tactile will not result in optimalvocabulary growth. For maximum learning toresult, students must receive multimodality-sensitiveinstruction. This finding holds true, especiallyfor the development of English vocabulary inEnglish Language Learners, as reported by theCenter for Research of the Education of StudentsPlaced at Risk (August 2004) All students, regardless oflearning modality preference,are able to benefit.
Think Alouds Each lesson in the Teacher’sEdition presents Think Alouds. Think Alouds research has demonstrated that theyare one of the best methods of mentoring studentsinto understanding the meanings of words, strategies to use, and word learning principles (Block &Israel, 2004; Galda, 1998). Students learn to fill gapsin knowledge with text-bound inferring, resulting inincreased metacognition, and ability to monitortheir own learning during independent reading.(Block & Israel, 2002; Baumann, 1992; Seifert-Kessel & Jones, 1992; Payne & Manning, 1992) Makes the word-learning process visible and explicit.