Vocabulary knowledge is a critical contributor to reading, especially reading comprehension. A word-rich classroom environment maximizes students' opportunities to learn new words. The teacher's use of language provides an important model for children's vocabulary development. By modeling the use of sophisticated words, teachers can promote students' vocabulary growth and word consciousness. In this article, the research support for this approach is explained, suggestions are provided for how teachers might accomplish this goal, and examples are shared from teachers who have done it successfully.

Abstract fromLane, H.B., & Allen, S. (2010, February). The Vocabulary-Rich Classroom: Modeling Sophisticated Word Use to Promote Word Consciousness and Vocabulary Growth. The Reading Teacher, 63(5), 362–370. doi: 10.1598/RT.63.5.2

Male Call: Fifth-Grade Boys' Reading Preferences

Pamela J. Farris, Donna E. Werderich, Pamela A. Nelson, Carol J. Fuhler

Fifth-grade inner city boys engaged in reader response via e-mail with preservice teacher education candidates. Books and laptops were provided via funding from a federal grant. At the semester break, the boys were assigned new partners with which to correspond regarding their reading. All e-mails were filtered through the classroom teachers and the college instructors. The boys were surveyed and interviewed as to what type of books and other factors led them to read a book. This article describes the kind of books the boys tended to select as well as the interactions with their college reading buddies. Suggested titles based upon the criteria gleaned from the study are provided for teacher use.

Abstract from Farris, P.J., Werderich, D.E., Nelson, P.A., & Fuhler, C.J. (2009, November). Male Call: Fifth-Grade Boys' Reading Preferences. The Reading Teacher, 63(3), 180–188. doi: 10.1598/RT.63.3.1