Robust Vocabulary Instruction
Summary
The goal of the Robust Vocabulary Instruction project is to develop, assess, and disseminate effective instruction that will enhance students’ vocabulary knowledge and reading comprehension. Previous work has shown the advantages of instruction that provides explanations of word meaning, varied contexts, and opportunities to explore and apply the words. We have labeled such instruction “robust.”
Ongoing studies of the project include an investigation of the effects of two kinds of vocabulary instruction on kindergartners’ word knowledge and comprehension. We will compare robust instruction with another common type—repeated readings of read aloud books. A second current study is in partnership with McREL (Mid-Continent Reading Education Lab). The study will implement a program of vocabulary instruction at four grade levels (kindergarten, grades one, three, and four) and will follow the students through two years of instruction. This study will provide the opportunity to assess shorter and longer-term effects on comprehension, using both measures based on instructed words and general measures.
People
Project Publications
- McKeown, M. G., & Beck, I. L. (in press). 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, Robert Sternberg, (Ed.), Mahwah, NJ: Lawrence Erlbaum Associates.
- 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., &. Blake, R. G. K. (2009). Reading comprehension: Focus on content or strategies? Perspectives (International Dyslexia Association), 35, (2), 28-32.
- Beck I. L., McKeown, M. G., & Kucan, L. (2008). Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples. NY: Guilford Publications, Inc.
- 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.
- McKeown, M. G., & Beck, I. L. (2004). Transforming knowledge into professional development resources: Six teachers implement a model of teaching for understanding text. Elementary School Journal, 104 (5), 391-408.
- McKeown, M. G.& Beck, I. L. (2003). Direct and rich Vocabulary Instruction. In J. F. Baumann & E. J. Kame’enui (Eds.), Vocabulary Instruction: Research to Practice (pp. 13-27). New York: Guilford Press.
- Beck, I. L, McKeown, M. G, & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York: Guilford Press.
- Beck I.L., & McKeown, M.G., (2001). Text Talk: Capturing the benefits of reading aloud for young children. The Reading Teacher, 55 (1), 10-19.
- Goerss, B. L., Beck, I. L., & McKeown, M. G. (1999). Increasing Remedial Students' Ability to Derive Word Meaning from Context. Reading Psychology, 20 (2), 151-175.
- McKeown, M. G., & Beck, I. L. (1999). Getting the discussion started. Educational Leadership, 57 (3), 25-28.
- Sandora, C., Beck, I., & McKeown, M. (1999). A comparison of two discussion strategies on students' comprehension and interpretation of complex literature. Reading Psychology, 20 (3), 177-212.
- Beck, I. L., McKeown, M. G., Hamilton, R. L., & Kucan, L. (1998). Getting at the Meaning. Educational Leadership, 22(1,2), 66-71; 85.
- Almasi, J. F., McKeown, M. G., & Beck, I. L. (1996). The nature of engaged reading in classroom discussions of literature. Journal of Literacy Research, 28.1, 107-146.
- Beck, I. L., McKeown, M. G., Worthy, J., Sandora, C., & Kucan, L. (1996). Questioning the Author: A Year-long Classroom Implementation to Engage Students with Text. Elementary School Journal, 96.4, 385-414.
- Beck, I. L., McKeown, M. G., & Worthy, J. (1995). Giving a text voice can improve students' understanding. Reading Research Quarterly, 30.2, 220-238.
