[Person photo]

Isabel Beck

Senior Scientist, Professor Emerita, Learning Research & Development Center

McKeown, M.G., Crosson, A.C., Sandora, C., Artz, N. & Beck, I.B. (in press). Close Encounters of a Lexical Kind. The Reading Teacher.

Rimbey, M., McKeown, M., Beck, I., & Sandora, C. (2016). Supporting teachers to implement contextualized and interactive practices in vocabulary instruction. Journal of Education, 196(2), 69-87.

McKeown, M. G., & Beck, I. L. (2014). Effects of vocabulary instruction on measures of language processing: Comparing two approaches. Early Childhood Research Quarterly, 29(4), 520-530.

McKeown, M. G., Crosson, A. C., Artz, N. J., Sandora, C., & Beck, I. L. (2013). In the media: Expanding students' experience with academic vocabulary. The Reading Teacher, 67(1), 45-53.

Beck, I. L, McKeown, M. G, & Kucan, L. (2013). Bringing Words to Life: Robust Vocabulary Instruction (2nd Edition). New York: Guilford Press

McKeown, M.G, Crosson, A.C., Beck, I.B. Sandora, C. & Artz, N. (2012). Development of an academic word vocabulary intervention to enhance word knowledge and comprehension for middle school students. Paper presented at the 2012 Annual Meeting of the American Educational Research Association.

Crosson, A.C., McKeown, M.G., Beck, I.B., & Ward, A. (2012b). Developing an Assessment to Measure Depth of Knowledge of Academic Vocabulary. Interactive Paper presented at the 19th Annual Meeting of the Society for the Scientific Studies of Reading.

Crosson, A.C., McKeown, M.G., Beck, I.B., & Ward, A. (2012a). Development of an Innovative Assessment of Vocabulary Depth. Paper presented at the 2012 Annual Meeting of the American Educational Research Association.

Apthorp, H., Randel, B., Cherasaro, T., Clark, T., McKeown, M., & Beck, I. (2012). Effects of a Supplemental Vocabulary Program on Word Knowledge and Passage Comprehension. Journal of Research on Educational Effectiveness, 5, 160-188.

McKeown, M. G., Beck, I. L., & Sandora, C. (2012). Direct and Rich Vocabulary Instruction Needs to Start Early. In E. J. Kame'enui & J. F. Baumann, (Eds.), Vocabulary instruction: Research to practice (2 ed.). (pp. 17-33). New York: Guilford Publications, Inc.

McKeown, M. G., Beck, I. L., & Apthorp, H. (2011, April). Examining depth of processing in vocabulary lessons. Poster talk presented at the American Educational Research Association Conference, New Orleans.

McKeown, M. G., Beck, I. L. (2011, April). Two approaches to vocabulary instruction for kindergarteners: Comparing effects on comprehension. Poster talk presented at the American Educational Research Association Conference, New Orleans.

McKeown, M. G., & Beck, I. L. (2011). Making vocabulary interventions engaging and effective. In R. E. O'Connor & P. F. Vadasy (Eds.), Handbook of reading interventions (pp. 138-168). New York: Guilford Press.

McKeown, M. G., Beck, I. L., &. Blake, R. G. K. (2009). Reading comprehension: Focus on content or strategies? Perspectives (International Dyslexia Association), 35(2), 28-32.

McKeown, M. G., Beck, I. L., & Blake, R. G. K. (2009). Rethinking comprehension instruction: Comparing strategies and content instructional approaches. Reading Research Quarterly, 44(3), 218-253.

McKeown, M. G., & Beck, I. L. (2009). The role of metacognition in understanding and supporting reading comprehension. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of Metacognition in Education. The Educational Psychology Series (pp. 7-25). Mahwah, NJ: Lawrence Erlbaum Associates.

Beck I. L., McKeown, M. G., & Kucan, L. (2008). Creating robust vocabulary: Frequently asked questions and extended examples. NY: Guilford Publications, Inc.

Beck, I., & McKeown, M. G. (2007). How teachers can support productive classroom talk: Move the thinking to the students. In R. Horowitz (Ed.), Talking texts: How speech and writing interact in school learning (pp. 207-220). Mahwah, NJ: Lawrence Erlbaum Associates.

Beck, I. L., & McKeown, M. G., (2007). Increasing young low income children's oral vocabulary repertoires through rich and focused instruction. Elementary School Journal, 107(3), 251-271.

Shanahan T., & Beck I. L. (2007). Effective literacy teaching for English-language learners. In D. August & T. Shanahan (Eds.), Report of the National Literacy Panel on language-minority children and youth. Acquiring literacy in a second language. DC: U.S. Department of Education.

Beck, I. L., & McKeown, M. G., (2007). Different ways for different goals, but keep your eye on the higher verbal goals. In R. K. Wagner, A. Muse, & K. Tannenbaum (Eds.), Vocabulary and reading (pp. 182-204). NY: Guilford Publications.

McKeown, M. G., & Beck, I. L. (2006). Issues in the advancement of vocabulary instruction: Response to Stahl and Fairbanks's meta-analysis. In K. A. D. Stahl & M. C. McKenna (Eds.), Reading research at work: Foundations of effective practice (pp. 262-271). NY: Guilford Press.

Beck, I. L., & McKeown, M. G. (2006). Improving comprehension with questioning the author: A fresh and enhanced view of a proven approach. NY: Scholastic, Inc.

McKeown, M. G., & Beck, I. L. (2006). Encouraging young children's language interactions with stories. In D. Dickenson & S. Neuman (Eds.), Handbook of early literacy research Vol. 2 (pp. 281-294). NY: Guilford.

An IES grant has been awarded for the project Returning to Our Roots: Development of a Morphology Intervention to Bolster Academic Vocabulary Knowledge for Adolescent English Learners (PI: Amy Crosson; Co-PI: Moddy McKeown, Isabel Beck)

July 2015

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IRA selected Margaret McKeown and Isabel Beck's paper "Rethinking Comprehension Instruction: Comparing Strategies and Content Instructional Approaches," for their cross-journal virtual issue on comprehension. The editors chose articles based on interest and potential impact on both literacy scholarship and practice, their article was one of three chosen.

July 2012

International Reading Association

Pitt Research Professor Isabel Beck Elected to National Academy of Education

April 14, 2008

PITT Chronicle