Descriptor
Author
| Blachowicz, Camille L. Z. | 4 |
| Lee, John J. | 1 |
Publication Type
| Journal Articles | 4 |
| Guides - Classroom - Teacher | 2 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
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Peer reviewedBlachowicz, Camille L. Z. – Reading Teacher, 1993
Describes a process for presenting and learning new vocabulary in middle-grade classrooms that focuses on context, questions involving interpretation, and using the word. (SR)
Descriptors: Class Activities, Context Clues, Intermediate Grades, Junior High Schools
Peer reviewedBlachowicz, Camille L. Z. – Reading Psychology, 1999
Describes a model for assessment of vocabulary difficulty within the framework of dynamic reading assessment. Follows two seventh-grade students, both experiencing difficulty with vocabulary, through the assessment process. Discusses how one student was referred for speech and language evaluation and the other was not. Presents instructional…
Descriptors: Case Studies, Grade 7, Instructional Effectiveness, Junior High Schools
Peer reviewedBlachowicz, Camille L. Z. – Reading Teacher, 1987
Reports on a study of six fourth grade reading groups that were observed to see if vocabulary instruction was a priority, what kinds of vocabulary instruction occurred, and what shaped teaching decisions. (JC)
Descriptors: Context Clues, Elementary Education, Grade 4, Instructional Design
Peer reviewedBlachowicz, Camille L. Z.; Lee, John J. – Reading Teacher, 1991
Describes three characteristics of whole-literacy instruction and relates these characteristics to current perspectives on vocabulary instruction. Includes examples designed by middle-grade teachers who were interested in using these ideas to shape classroom instruction. (MG)
Descriptors: Childrens Literature, Instructional Effectiveness, Junior High Schools, Learning Activities
