Vocabulary Their Way: Word Study With Middle and Secondary Students - Brossura

I love this book. Write some more!

Joseph W. Guenther, University of Wisconsin, Platteville

I like the overall presentation of the text. Given the emphasis on reading in middle and high school, I would think it would have a wide audience. I would consider this text as a supplemental or suggested text as it does enhance the content of the course I teach.

Nancy Williams, University of South Florida

This book contains useful information and offers helpful resources for those who would like further information. The chapters contain useful graphics and examples, and provide the reader with a solid background on words, word origins and the development of our vocabulary knowledge. The book also includes step-by-step strategies for sharing this knowledge with students.

Margot Kinberg, National University

Each strategy is described in detail, weaving research with examples from classrooms. I believe teachers can easily find new ideas for teaching content vocabulary, and understand when each strategy is most effective. I am especially impressed with the examples. 

Cathy Blanchfield, California State University Fresno

The text is well organized, theoretically sound, and the strategies are practical and effective. Excellent strategies for addressing the word-specific challenges for English learners. Excellent ideas and activities.

Shane Templeton is Foundation Professor of Curriculum and Instruction at the University of Nevada, Reno, where he is Program Coordinator for Literacy Studies. A former elementary and secondary teacher, his research focuses on the development of orthographic knowledge. He has written several books on the teaching and learning of reading and language arts and is a member of the Usage Panel of the American Heritage Dictionary. He is author of the "Spelling Logics" column in Voices from the Middle, the middle school journal of the National Council of Teachers of English.

Francine Johnston is a former first grade teacher and reading specialist who learned about word study during her graduate work at the University of Virginia. She is now an associate professor in the School of Education at the University of North Carolina at Greensboro, where she teaches courses in reading, language arts, and children's literature. Francine frequently works with regional school systems as a consultant and researcher. Her research interests include current spelling practices and materials as well as the relationship between spelling and reading achievement.

Donald R. Bear is director of the E. L. Cord Foundation Center for Learning and Literacy where he and preservice, Master’s and doctoral students teach and assess children who struggle to learn to read and write. Donald is a professor in the Department of Educational Specialties in the College of Education at the University of Nevada, Reno. Donald has been a classroom teacher and he researches and writes about literacy development and instruction. He is an author of numerous articles, book chapters, and books, including Words Their Way, Words Their Way with English Learners, and Vocabulary Their Way.

Marcia Invernizzi is a professor of reading education at the Curry School of Education at the University of Virginia. Marcia is also the director of the McGuffey Reading Center, where she teaches the clinical practica in reading diagnosis and remedial reading. Formerly an English and reading teacher, she works with Book Buddies, Virginia's Early Intervention Reading Initiative (EIRI), and Phonological Awareness Literacy Screening (PALS).