Vocabulary Acquisition: Implications for Reading Comprehension

317 Pages·2007·2.14 MB·English

by  Richard K. Wagner PhD

VOCABULARY ACQUISITION

V O C A B U L A RY
AC Q U I S I T I O N
Implications for
Reading Comprehension
Edited by
Richard K. Wagner
Andrea E. Muse
Kendra R. Tannenbaum
THE GUILFORD PRESS
New York London
© 2007 The Guilford Press
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No part of this book may be reproduced, translated, stored in a retrieval
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from the Publisher.
Printed in the United States of America
This book is printed on acid-free paper.
Last digit is print number: 9 8 7 6 5 4 3 2 1
Library of Congress Cataloging-in-Publication Data
Vocabulary acquisition : implications for reading comprehension / edited by
Richard K. Wagner, Andrea E. Muse, Kendra R. Tannenbaum.
p. cm.
Includes bibliographical references and index.
ISBN-13: 978-1-59385-338-9 (pbk.)
ISBN-10: 1-59385-338-6 (pbk.)
ISBN-13: 978-1-59385-339-6 (hardcover)
ISBN-10: 1-59385-339-4 (hardcover)
1. Reading comprehension. 2. Vocabulary. I. Wagner, Richard K.
II. Muse, Andrea E. III. Tannenbaum, Kendra R.
LB1050.45.V63 2006
372.47—dc22
2006010631
About the Editors
Richard K. Wagner, PhD, is a Distinguished Research Professor and
the Binet Professor of Psychology at Florida State University, and an As-
sociate Director of the Florida Center for Reading Research. His major
area of research interest is the acquisition of complex cognitive knowl-
edge and skills, which he has pursued in two domains. In the domain of
reading, his research has focused on the role of reading-related phono-
logical processing abilities in normal and abnormal development of read-
ing skills; in the prediction, prevention, and remediation of dyslexia; and
in understanding origins of individual and developmental differences in
reading comprehension. In the domain of human intelligence, his re-
search has focused on the role of practical knowledge and intelligence
in intellectual performance manifested outside the classroom setting. Dr.
Wagner’s work has addressed a variety of measurement issues and prac-
tical considerations involving assessment of constructs in the domains
of language, reading, and intelligence. He is coauthor of a test of prac-
tical intelligence (Tacit Knowledge Inventory for Managers) published
by the Psychological Corporation, as well as tests of phonological pro-
cessing (Comprehensive Test of Phonological Processes in Reading) and
reading (Test of Word Reading Efficiency), published by PRO-ED. He
has been appointed to the Advisory Board of the National Institute for
Literacy.
Andrea E. Muse, PhD, is a Research Scientist at the American Institutes
for Research in Washington, DC. She currently serves as a reading and
language expert on contracts funded by the Institute of Education Sci-
ences, the National Center for Education Statistics, and the Department
of Homeland Security. Dr. Muse received her PhD in developmental
v
vi About the Editors
psychology from Florida State University, where she studied the acqui-
sition of complex cognitive skills and their role in the development of
normal and abnormal reading. While in graduate school, she worked as
an educational consultant, evaluating a variety of programs focusing on
topics such as teacher and superintendent training, literacy, and alterna-
tives to suspension.
Kendra R. Tannenbaum, MS, is a doctoral candidate in clinical psy-
chology at Florida State University and a graduate research assistant at
the Florida Center for Reading Research. Her research and clinical inter-
ests include the assessment of vocabulary knowledge in children, the
relations between vocabulary knowledge and reading comprehension,
and the assessment and treatment of childhood psychopathology. She
is the author or coauthor of several articles in peer-reviewed journals as
well as a number of book chapters.
Contributors
Kendra Anderson, MA, EdS, Portage Public Schools, Portage,
Michigan
Isabel L. Beck, PhD, Learning Research and Development Center,
University of Pittsburgh, Pittsburgh, Pennsylvania
Marco A. Bravo, PhD, Elementary Education Department, San
Francisco State University, San Francisco, California
Julie Buck, PhD, Psychology Department, University of Tennessee,
Chattanooga, Tennessee
Joanne F. Carlisle, PhD, School of Education, University of
Michigan, Ann Arbor, Michigan
Jill de Villiers, PhD, Departments of Psychology and Philosophy,
Smith College, Northampton, Massachusetts
Laurel Disney, MS, Department of Teacher Education, Michigan State
University, East Lansing, Michigan, and the Reading Clinic at Michigan
Career and Technical Institute, Plainwell, Michigan.
Susan E. Gathercole, PhD, Department of Psychology, University of
York, Heslington, York, United Kingdom
Erin Renee Harrell, BA, Florida Center for Reading Research, Florida
State University, Tallahassee, Florida
vii
viii Contributors
Elfrieda H. Hiebert, PhD, Graduate School of Education, University
of California at Berkeley, Berkeley, California
Valerie Johnson, PhD, Department of Communication Sciences,
University of Connecticut, Storrs, Connecticut
Young-Suk Kim, MEd, Harvard Graduate School of Education,
Cambridge, Massachusetts
Susan H. Landry, PhD, Children’s Learning Institute, Department of
Pediatrics, University of Texas Health Sciences Center at Houston,
Houston, Texas
Christopher J. Lonigan, PhD, Florida Center for Reading Research,
Florida State University, Tallahassee, Florida
Catherine McBride-Chang, PhD, Department of Psychology,
Chinese University of Hong Kong, Hong Kong, China
Margaret G. McKeown, PhD, Learning Research and Development
Center, University of Pittsburgh, Pittsburgh, Pennsylvania
Xiangzhi Meng, PhD, Department of Psychology, Peking University,
Beijing, China
Andrea E. Muse, PhD, American Institutes for Research, Washington,
DC
William Nagy, PhD, School of Education, Pacific University, Seattle,
Washington
Jessica Yuen Wai Ng, Bssc, Department of Psychology, Chinese
University of Hong Kong, Hong Kong, China
P. David Pearson, PhD, Graduate School of Education, University of
California at Berkeley, Berkeley, California
Trevor Penney, PhD, Department of Psychology, Chinese University
of Hong Kong, Hong Kong, China
Contributors ix
Caroline Phythian-Sence, MS, Department of Psychology, Florida
State University, Tallahassee, Florida
Michael Pressley, PhD (deceased), Department of Teacher
Education, Michigan State University, East Lansing, Michigan
Christopher Schatschneider, PhD, Florida Center for Reading
Research, Florida State University, Tallahassee, Florida
Hua Shu, PhD, State Key Lab for Cognitive Neuroscience and
Learning, Beijing Normal University, Beijing, China
Karen E. Smith, PhD, Department of Neurology, University of Texas
Medical Branch, Galveston, Texas
Catherine E. Snow, PhD, Harvard Graduate School of Education,
Cambridge, Massachusetts
Kendra R. Tannenbaum, MS, Department of Psychology and
Florida Center for Reading Research, Florida State University,
Tallahassee, Florida
Richard K. Wagner, PhD, Department of Psychology and Florida
Center for Reading Research, Florida State University, Tallahassee,
Florida