Academic Vocabulary in Middle and High School ― Effective Practices Across the Disciplines

In order to succeed in school and beyond, students in grades 6-12 need to understand and use both academic language and discipline-specific vocabulary. This book describes effective practices for integrating vocabulary study with instruction in English language arts, history/social studies, and math and science, and for helping students become independent, motivated word learners. The expert authors present a wealth of specific teaching strategies, illustrated with classroom vignettes and student work samples. Connections to the Common Core State Standards (CCSS) are highlighted throughout; an extensive annotated list of print and electronic resources enhances the book's utility.

Donna Ogle, EdD, is Professor Emerita at the National College of Education of National Louis University, where she codirects the Reading Leadership Institute. She also serves as a consultant to arts integration projects funded by the Terra Foundation for American Art and is senior consultant to the STEP intermediate reading assessment development project at the University of Chicago Urban Education Institute. Dr. Ogle is past president of the International Reading Association (IRA; now International Literacy Association), the Reading Hall of Fame, and the Illinois Reading Council. She has focused her career on literacy development that enhances students' thinking and learning across the content areas.

Camille Blachowicz, PhD, is Distinguished Research Professor Emeritus at the National College of Education of National Louis University, where she codirects the Reading Leadership Institute. A former board member of the Literacy Research Association, she is a member of the Reading Hall of Fame and was named Outstanding Teacher Educator in Reading by the IRA for her research on vocabulary instruction and the professional development of literacy professionals. Dr. Blachowicz began her career as a classroom teacher and reading specialist. She is coauthor of 12 books and over 100 chapters, articles, and monographs.

Peter Fisher, PhD, is Professor at the National College of Education of National Louis University, where he teaches classes on working with struggling readers and literacy methods. Dr. Fisher has published numerous articles and chapters on vocabulary instruction and is coauthor of three previous books. He is active in several literacy professional organizations and was inducted into the Illinois Reading Council Hall of Fame.

Laura Lang, PhD, is a Lecturer and Instructional Leadership Coach at the University of Wisconsin-Madison. She has 18 years of experience as a high school English teacher, reading specialist, and literacy/instructional coach in both urban and suburban settings. Dr. Lang is currently working with schools in Wisconsin as they integrate the Authentic Intellectual Work instructional framework into their practice. She is President of the Madison Area Reading Council, a local affiliate of the Wisconsin State Reading Association.