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References

  • Coles, G. (2003). Reading the naked truth: Literacy, legislation, and lies. Portsmouth, NH: Heinemann.
  • Hyland, K. (1996). “I don't quite follow”: Making sense of a modifier. Language Awareness, 5(2), 91109. doi:10.1080/09658416.1996.9959895.
  • Krashen, S.D. (2004). The power of reading: Insights from the research (2nd ed.). Westport, CT: Libraries Unlimited.
  • Nagy, W.E., & Anderson, R.C. (1984). How many words are there in school printed English? Reading Research Quarterly, 19(3), 304330. doi:10.2307/747823.
  • Nagy, W.E., Anderson, R.C., & Herman, P.A. (1987). Learning word meanings from context during normal reading. American Educational Research Journal, 24(2), 237270.
  • Nagy, W.E., & Herman, P.A. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In M.G. McKeown, & M.E. Curtiss (Eds.), The nature of vocabulary acquisition (pp. 1935). Hillsdale, NJ: Erlbaum.
  • Nagy, W.E., Herman, P.A., & Anderson, R.C. (1985). Learning words from context. Reading Research Quarterly, 20(2), 233253. doi:10.2307/747758.

References

  • Common Core State Standards Initiative. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: National Governors Association Center for Best Practices & Council of Chief State School Officers.
  • Graves, M.F. (2006). The vocabulary book: Learning and instruction. New York: Teachers College Press; Newark, DE: International Reading Association; Urbana, IL: National Council of Teachers of English.