Translating Vocabulary Research to Social Studies Instruction: Before, During, and After Text-Reading Strategies Academic Article

abstract

• In the upper elementary grades, content-area text gains increasing importance as a primary source of reading and information. This article focuses on the specialized vocabulary demands of social studies texts and presents a framework of teaching and learning strategies based on vocabulary research. Strategies are introduced before, during, and after social studies text reading, illustrating how to develop and relate vocabulary knowledge to social studies concepts and content.

authors

• Rupley, William

published proceedings

• INTERVENTION IN SCHOOL AND CLINIC

author list (cited authors)

• Hairrell, A., Simmons, D., Swanson, E., Edmonds, M., Vaughn, S., & Rupley, W. H.

citation count

• 12

complete list of authors

• Hairrell, Angela||Simmons, Deborah||Swanson, Elizabeth||Edmonds, Meaghan||Vaughn, Sharon||Rupley, William H

publication date

• March 2011

publisher

• SAGE Publications  Publisher

published in

• Intervention in School and Clinic  Journal

keywords

• Comprehension
• Instruction
• Reading
• Strategies

Digital Object Identifier (DOI)

• 10.1177/1053451210389606

start page

• 204

end page

• 210

volume

• 46

issue

• 4

URL

• http%3A%2F%2Fdx.doi.org%2F10.1177%2F1053451210389606