Akhtar, N., Carpenter, M., & Tomasello, M. (1996). The role of discourse novelty in early word learning. Child Development, 67(2), 635–645.
Ameel, E., Malt, B. C., & Storms, G. (2013). Steps along a Continuum of Word Knowledge: Later Lexical Development through the Lens of Receptive Judgments. Language Learning and Development, 10(3), 234–262. doi:10.1080/15475441.2013.840485
Antonacci, P. A., & O’Callaghan, C. M. (2012). Essential Strategies for Teaching Vocabulary. In Promoting Literacy Development: 50 Research-Based Strategies for K-8 Learners (pp. 83–114). Thousand Oaks, CA: SAGE Publications.
Baumann, J., Blachowicz, C., Bates, A., Cieply, C., Manyak, P., Peterson, H., Davis, J., Arner, J., & Graves, M. (2013). The development of a comprehensive vocabulary instruction program for nine- to eleven-year-old children using a design experiment approach. In T. Plomp, & N. Nieveen (Eds.), Educational design research – Part B: Illustrative cases (pp. 23-47). Enschede, the Netherlands: SLO.
Beck, I. L., McKeown, M. G., & Kucan, L. (n.d.). Choosing Words to Teach. Reading Rockets. Retrieved August 30, 2014, from http://www.readingrockets.org/article/choosing-words-teach
Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: robust vocabulary instruction (2nd ed.). New York: Guilford Press..
Blachowicz, C., & Fisher, P. J. (2011). Best practices in vocabulary instruction revisited. In L. M. Morrow & L. B. Gambrell (Eds.), Best practices in literacy instruction (4th ed., pp. 224–249). New York: Guilford Press.
Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D. N., … & White, C. E. (2004). Closing the gap: Addressing the vocabulary needs of English‐language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188-215.
Christ, T., Wang, X. C., & Chiu, M. M. (2011). Using story dictation to support young children’s vocabulary development: Outcomes and process. Early Childhood Research Quarterly, 26(1), 30–41.
Coady, J. (1997). L2 vocabulary acquisition through extensive reading. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A Rationale for Pedagogy. New York: Cambridge University Press.
Cobb, C, & Blachowicz, C. (2014). No More “Look Up The List” Vocabulary Instruction. Portsmouth, NH: Heinemann.
Coyne, M. D., Capozzoli-Oldham, A. & Simmons, D. C. (2012). Vocabulary instruction for young children at risk of reading difficulties: teaching word meanings during shared storybook readings. In E. J. Kame’enui & J. F. Baumann, Vocabulary instruction: research to practice (2nd edition). New York: Guilford Press.
Dufficy, P. (2005). Designing learning for diverse classrooms. Newtown, NSW: Primary English Teaching Association.
Ellis, N. C., & Sinclair, S. G. (1996). Working memory in the acquisition of vocabulary and syntax: Putting language in good order. The Quarterly Journal of Experimental Psychology:, 49A(1), 234–250. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/713755604
Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234–48. doi:10.1111/desc.12019
Flanigan, K., Hayes, L., Templeton, S., Bear, D. R., Invernizzi, M., & Johnston, F. (2011). Word specific vocabulary instruction (pp. 201-234). In Words their way with struggling readers: word study for reading, vocabulary, and spelling instruction, grades 4 - 12. Boston: Pearsons.
Graves, M. F., Baumann, J. F., Blachowicz, C. L., Manyak, P., Bates, A., Cieply, C., … & Von Gunten, H. (2014). Words, Words Everywhere, But Which Ones Do We Teach?. The Reading Teacher, 67(5), 333-346.
Harmon, J. M., Wood, K. D., Hedrick, W. B., Vintinner, J., & Willeford, T. (2009). Interactive word walls: More than just reading the writing on the walls. Journal of Adolescent & Adult Literacy, 52(5), 398–408.
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes Publishing Company.
Hiebert, E. H. & Kamil, M. L. (Eds.) (2005). Teaching and learning vocabulary: bringing research to practice. Mahwah, NJ: Lawrence Erlbaum Associates.
Kame'enui, E. J., & Baumann, J. F. (Eds.). (2012). Vocabulary instruction: Research to practice (2nd ed.). New York: Guilford Press.
Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: morphology, vocabulary, and reading comprehension in the urban classroom. The Reading Teacher, 61(2), 134–144. doi:10.1598/RT.61.2.3
Kieffer, M. J., & Lesaux, N. K. (2011). Morphing into adolescents: active word learning for English-Language Learners and their classmates in middle school. Journal of Adolescent & Adult Literacy, 54(1), 47–56. doi:10.1598/JA
Konza, D. (2011). Vocabulary. Research into Practice: Understanding the Reading Process, 1(4), 1–6.
Lawrence, J. F., Capotosto, L., Branum-Martin, L., White, C., & Snow, C. E. (2012). Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program. Bilingualism: Language and Cognition, 15(03), 437–451. doi:10.1017/s1366728911000393
Lawrence, J., Rolland, R. G., Branum-Martin, L., & Snow, C. E. (2014). Generating Vocabulary Knowledge for At- Risk Middle School Readers: Contrasting Program Effects and Growth Trajectories. Journal of Education for Students Placed at Risk (JESPAR), 19(2), 37–41.
Louie, B., & Sierschynski, J. (2015). Enhancing English Learners’ Language Development Using Wordless Picture Books. The Reading Teacher, 69(1), 103-111.
Manyak, P. C., Von Gunten, H., Autenrieth, D., Gillis, C., Mastre‐O’Farrell, J., Irvine‐McDermott, E., … & Blachowicz, C. L. (2014). Four Practical Principles for Enhancing Vocabulary Instruction. The Reading Teacher, 68(1), 13-23.
McKenna, M. (2005). Vocabulary instruction (research and best practice) [PowerPoint Presentation]. Georgia’s Reading First PD Presentations. Retrieved February 21, 2015, from http://curry.virginia.edu/reading-projects/projects/garf/PowerPoints/VocabularyRF.ppt
Miller, J. (2015). Learning vocabulary in context. PETAA Paper 199. Newtown, NSW: PETAA.
Pikulski, J., & Templeton, S. (2004). Teaching and Developing Vocabulary: Key to Long-Term Reading Success. Current Research in Reading / Language Arts, 1 – 12. Retrieved from http://www.eduplace.com/state/pdf/author/pik_temp.pdf
Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading & Writing Quarterly, 21(3), 221-238.
Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329–363. doi:10.1177/1362168808089921
Schmitt, N., Jiang, X., & Grabe, W. (2011). The percentage of words known in a text and reading comprehension. The Modern Language Journal, 95(1), 26–43. doi:10.1111/j.1540-4781.2011.01146.x
Scott, J. A., Hoover, M., Flinspach, S. L., & Vevea, J. L. (2008). A multiple-level vocabulary assessment tool: Measuring word knowledge based on grade-level materials. In 57th annual yearbook of the National Reading Conference (pp. 325–340).
Shanahan, T. (2015). Vocabulary Teaching. At Shanahan on Literacy. Retrieved on 24 August 2015 from http://www.shanahanonliteracy.com/2015/08/vocabulary-teaching.html?m=1
Snell, E. K., Handyman, A. H., & Wasik, B. A. (2015). How Can Book Reading Close the Word Gap? Five Key Practices From Research. The Reading Teacher, 68(7), 560-571.
Stahl, K. A. D., & Bravo, M. A. (2010). Contemporary classroom vocabulary assessment for content areas. The Reading Teacher, 63(7), 566–578. doi:10.1598/RT.63.7.4
Strategic Educational Research Partnership. (2009). Word generation. Retrieved from http://www.wordgeneration.org
Townsend, D., & Collins, P. (2009). Academic vocabulary and middle school English learners: An intervention study. Reading and Writing, 22(9), 993–1019. doi:10.1007/s11145-008-9141-y
Townsend, D., & Kieran, D. (2015). Selecting Academic Vocabulary Words Worth Learning. The Reading Teacher. 69(1), 113-118.
Vaughn, S., Martinez, L. R., Linan-Thompson, S., Reutebuch, C. K., Carlson, C. D., & Francis, D. J. (2009). Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners : Findings From Two Experimental Studies. Journal of Research on Educational Effectiveness, 2(4), 297–324. doi:10.1080/19345740903167018
Zhang, Y., Tardif, T., Shu, H., Li, H., Liu, H., McBride-Chang, C., … Zhang, Z. (2013). Phonological skills and vocabulary knowledge mediate socioeconomic status effects in predicting reading outcomes for Chinese children. Developmental Psychology, 49(4), 665–71. doi:10.1037/a0028612