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Research-Based Practices in Early Reading Series

Research-Based Practices in Early Reading Series

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Published by: distanceprep on Nov 19, 2009
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Pacific Resources for Education and Learning
Research-Based Practices in Early Reading Series
 © PREL2004This product was funded by the U.S. Department of Education (U.S. ED) under the RegionalEducational Laboratory program, award number ED01CO0014. The content does not necessarilyreflect the views of the U.S. ED or any other agency of the U.S. government.
Focus on Vocabulary 
is the second in the Research-BasedPractices in Early Reading Series published by the RegionalEducational Laboratory at Pacific Resources for Education andLearning.Writers:
Fran Lehr, M.A., Lehr & Associates, Champaign, Illinois Jean Osborn, M.Ed., University of Illinois at Urbana- Champaign Dr. Elfrieda H. Hiebert, Visiting Research Professor,University of California - Berkeley 
The Regional Educational Laboratory at Pacific Resources forEducation and Learning would like to express sincere thanks tothe following reviewers:
Dr. Michael Graves, University of Minnesota Dr. Margaret McKeown, University of Pittsburgh Dr. Judith Scott, University of California, Santa Cruz Cover photo by Kim Gould 
This online version is in black and white for downloading ease.
f the many compelling reasons for provid-ing students with instruction to build vocabulary, none is more important than thecontribution of vocabulary knowledge toreading comprehension. Indeed, one of the most endur-ing findings in reading research is the extent to whichstudents’ vocabulary knowledge relates to their readingcomprehension (e.g., Anderson & Freebody, 1981;Baumann, Kame‘enui, & Ash, 2003; Becker, 1977; Davis,1942; Whipple, 1925). Most recently, the NationalReading Panel (2000) concluded that comprehensiondevelopment cannot be understood without a criticalexamination of the role played by vocabulary knowledge.Given that students’ success in school and beyonddepends in great measure upon their ability to read withcomprehension, there is an urgency to providinginstruction that equips students with the skills andstrategies necessary for lifelong vocabulary development.
Research-Based Practices in Early Reading

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