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Blachowicz, C. L., Fisher, P. J., Ogle, D., & Watts‐Taffe, S. (2006). Vocabulary: Questions from the classroom. Reading Research Quarterly, 41(4), 524-539.
Bruce Taylor, D., Mraz, M., Nichols, W. D., Rickelman, R. J., & Wood, K. D. (2009). Using explicit instruction to promote vocabulary learning for struggling readers. Reading & Writing Quarterly, 25(2-3), 205-220.
Bryant, D. P., Goodwin, M., Bryant, B. R., & Higgins, K. (2003). Vocabulary instruction for students with learning disabilities: A review of the research. Learning Disability Quarterly, 26(2), 117-128.
Hunt, A., & Beglar, D. (2002). Current research and practice in teaching vocabulary. In J.C. Richards (Ed.), Methodology in language teaching: An anthology of current practice (pp. 258-266). New York, NY: Cambridge University Press.
Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Kieffer, Michael J., & Lesaux, Nonie K. (2010). 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.
Luckner, J. L., & Cooke, C. (2010). A summary of the vocabulary research with students who are deaf or hard of hearing. American Annals of the Deaf, 155(1), 38-67.
National Reading Panel (US). (2000). Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Washington, DC: National Institute of Child Health and Human Development, National Institutes of Health.
Sweeny, S. M., & Mason, P. A. (2011). Research-based practices in vocabulary instruction: An analysis of what works in grades PreK-12. MA: Massachusetts Reading Association.
Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328(5977), 450-452.
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