Learning How to Improve Vocabulary Instruction Through Teacher Study Groups. Questo articolo non è disponibile.Learning How to Improve Vocabulary Instruction Through Teacher Study Groups

Professional development with proven positive effects on vocabulary instruction and student achievement: that's what reading teachers are looking for, and that's what the Teacher Study Group (TSG) model delivers. With the nine complete TSG sessions in this book, K–8 teachers will form dynamic in-school learning groups with their fellow educators and discover the best ways to apply scientifically based vocabulary research to classroom practice.

Targeting the most important aspects of successful vocabulary instruction, the TSG model works because it

• is proven effective. These TSG sessions are patterned after a 2-year study of teachers assigned to a study group or a control group. The TSG participants reported improved teaching practices and higher student achievement.
• uses busy teachers' time well. There's no busy work with TSGs—the "homework assignments" are innovative teaching methods they can try with their students right away to improve literacy outcomes.
• enhances lessons with up-to-date research. In TSG sessions, teachers discover what current research says about vocabulary instruction, compare the research with their current practices, and collaboratively plan ready-to-use lessons that incorporate the research concepts.
• strengthens any core reading program. Strategies in the TSG sessions are designed to enrich—not replace—what teachers are already doing in the classroom.
• promotes teacher community and collaboration. Through active group learning, teachers will benefit from each other's success stories and help resolve each other's challenges.
• ensures knowledge retention. Key points from the previous sessions are reviewed and reinforced over the course of the program, so it's easy for teachers to retain what they learn.

This comprehensive workbook gives TSG participants all the materials they need for the nine sessions. Participants will get dozens of worksheets, group activities that give them hands-on practice with the concepts, and thought-provoking discussion questions. With this collaborative professional development model, reading teachers will learn proven, research-based ways to deliver high-quality vocabulary instruction—and improve literacy outcomes for all of their students.

Group learning sessions that help literacy educators:

• select vocabulary words to teach
• develop student-friendly definitions of words
• develop examples, contrasting examples and concrete representations to pinpoint word meanings
• create activities to promote word learning
• help students use context to determine word meanings
• develop cumulative review lessons and activities that extend word learning
• and more

Joseph A. Dimino, Ph.D., has had experience as a general education teacher, special education teacher, administrator, behavior consultant, and researcher. He has extensive experience working with teachers, parents, administrators, and instructional assistants in the areas of early literacy, reading comprehension and vocabulary instruction, and effective instructional techniques for English language learners. As a senior research associate, Dr. Dimino has been a part of several regional and national research teams investigating topics such as foundational reading skills and vocabulary, reading comprehension, and mathematics instruction. He is a coauthor of books addressing reading comprehension and vocabulary instruction and has published in several peer-reviewed journals. Dr. Dimino has delivered papers at numerous state, national, and international conferences. He consults nationally in the areas of early literacy, reading comprehension, and vocabulary instruction.

Mary Jo Taylor is a Senior Reseach Associate with the Instructional Group in Los Alamitos, California.