Authors: Wood, Karen¹; Vintinner, Jean¹; Hill-Miller, Patricia¹; Harmon, Janis²; Hedrick, Wanda³

Source: Reading Psychology, Volume 30, Number 4, July 2009 , pp. 319-339(21)

Publisher: Routledge, part of the Taylor & Francis Group

Abstract:

The purpose of this study was twofold: to (a) find out what questions currently practicing middle grade teachers have about vocabulary instruction and (b) determine what current undergraduate content area textbooks include that provide answers to these vocabulary questions. As researchers and practitioners directly responsible for teaching preservice middle grades teachers, this was a beginning step in examining whether our own teacher preparation programs are meeting the needs of new teachers as they encounter the demands of teaching vocabulary in their content areas. Teacher concerns about vocabulary instruction were determined by a survey instrument administered to 390 middle school teachers to ascertain questions they have about teaching vocabulary. A content analysis of the three leading content area textbooks was then undertaken to determine to what degree the top five concerns of middle grades teachers were addressed in these texts. Though direct information on how to teach vocabulary was provided, the researchers found that twice as much information was presented indirectly, embedded under subheadings where it was mentioned. In other words, only half the time did the texts explain how to teach the principles advocated.

Document Type: Research article

DOI: http://dx.doi.org/10.1080/02702710802411562

Affiliations: 1: Reading & Elementary Education, University of North Carolina-Charlotte, Charlotte, North Carolina, USA 2: Department of Interdisciplinary Learning and Teaching, University of Texas-San Antonio, San Antonio, Texas, USA 3: College of Education and Human Services, University of North Florida, Jacksonville, Florida, USA

Publication date: 2009-07-01

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