Research
1. Richek, M. A. (2005). Words are wonderful: interactive, time-efficient strategies to teach meaning vocabulary: this article presents strategies for introducing and practicing meaning vocabulary. The Reading Teacher, 58(5), 414+. Retrieved from https://link.galegroup.com/apps/doc/A128973569/PROF?u=tea&sid=PROF&xid=87eff0a5
Summary: The article presents strategies to help students learn and use new vocabulary. Two strategies help teachers introduce words; four strategies provide motivation and practice so that students grow comfortable using new vocabulary in reading, writing, and speaking.
2. Townsend, D., Filippini, A., Collins, P., & Biancarose, G. (2012). Evidence of the importance of academic word knowledge for the academic achievement of diverse middle school students. The Elementary School Journal, 112(3), 497-518. Retrieved from https://www.jstor.org/stable/10.1086/663301
Summary: The purpose of this study was to compare the difference in academic achievement for linguistically and socioeconomically diverse seventh and eighth grade students. Academic achievement was defined in terms of vocabulary knowledge, general academic word knowledge, and an explanation of this difference across four other subject areas. The findings of the research suggest that this practice does support an increase in academic achievement for diverse students who are non-native English speakers.