
REFERENCES FOR CONTEXTUAL VOCABULARY ACQUISTION (CVA)
Plain bold, get yet or fix up reference
Key
Plain bold, get yet or fix up reference.
† Can be found at William Rapaport’s Essential Readings Website.
http://www.cse.buffalo.edu/~rapaport/CVA/cvareadings.html
∆ Can be found at William Rapaport’s CVA [Contextual Vocabulary Acquisition] Website.
http://www.cse.buffalo.edu/~rapaport/cva.html
≈ Can be found online at JSTOR, UB Library, or Author’s Home Page.
Afflerbach, P. (1990). The influence of prior knowledge on expert readers’ main idea construction strategies. Reading
Research Quarterly, 25(1), 31-46.
Afflerbach, P. (2000). Verbal reports and protocol analysis. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr,
Handbook of reading research: Volume III (pp. 163-179). Mahwah, NJ: Erlbaum.
Afflerbach, P., & Johnston, P. (1984). On the use of verbal reports in reading research. Journal of Reading Behavior,
16, 307-322.
Allison, D., & Watson, J. (1994). The significance of adult storybook reading styles on the development of young
children's emergent reading. Reading Research and Instruction, 34, 57–72.
Almasi, J.F. (1996). A new view of discussion. In L.B. Gambrell & J.F. Almasi (Eds.), Lively discussions: Fostering
engaged reading (pp. 2-24). Newark, DE: International Reading Association.
Ames, W.S. (1966). The development of a classification scheme of contextual aids. Reading Research Quarterly, 2(1),
57-82.
Ames, W.S. (1970). The use of classification schemes in teaching the use of contextual aids. Journal of Reading, 14(1),
5-8, 50.
Anderson, Irving H., & Fairbanks, Grant. (1937). Journal of Educational Research, 30(5), 317-324.
Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In John Guthrie (Ed.), Comprehension and teaching:
Research reviews (pp. 77-117). Newark, DE: International Reading Association.
Anderson, R. C., & Kulhavy, R. W. (1972). Learning concepts from definitions. American Educational Research
Journal, 9, 385-390.
Anderson, R. C., & Nagy, W. E. (1991). Word meanings. In R. Barr, M.L. Kamil, P.B. Mosenthal, & P.D. Pearson,
Handbook of reading research: Volume II (pp. 690-724). Mahwah, NJ: Erlbaum.
Anderson, R. C., & Nagy, W. E. (1992). The vocabulary conundrum. American Educator, Winter, 14-18, 44-47.
Anderson, R. C., & Nagy, W. E. (1993). The vocabulary conundrum (Center for the Study of Reading Technical
Report No. 570). Urbana-Champaign, IL: University of Illinois Urbana-Champaign.
Anderson, R. C., & Shifrin, Z. (1980). The meaning of words in context. In R. J. Spiro, B. C. Bruce, & W. F. Brewer
(Eds.) Theoretical issues in reading comprehension: Perspectives from cognitive psychology, linguistics, artificial
intelligence, and education (xxx). Hillsdale, NJ: Erlbaum.
Anglin, J. M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for
Research in Child Development, 58(10, Serial No. 238) LB1103 .S6 v.58 no.10
http://links.jstor.org/sici?sici=0037-976X%281993%2958%3A10%3C%3E1.0.CO%3B2-Q
Aitchinson, J. (1994). Words in mind: An introduction to the mental lexicon. Malden, MA: Blackwell.
Aitchinson, J. (1997). The language web: The power and problem of words. Cambridge: Cambridge University Press.
August, D.L., Flavell, J. H., & Clift, R, (1984). Comparison of comprehension monitoring of skilled and less skilled
readers. Reading Research Quarterly, 20(1), 39-53l.
Bainbridge, L., & Sanderson, P. (1995). Verbal protocol analysis. In J. R. Corbett & E. Nigel (Eds.), Evaluation of
human work: A practical ergonomics methodology (169-201) (2nd Ed.). London: Taylor and Francis.
Balota, David A., Ferraro, F. Richard, & Connor, Lisa T. (1991). On the early influence of meaning in word
recognition: A review of the literature. In Paula J. Schwanenflugel (Ed.) The psychology of word meanings (187-222).
Hillsdale, NJ: Erlbaum.
Barrett, M. T., & Graves, Michael F. (1981). A vocabulary program for junior high school remedial readers. Journal of
Reading, xx(xx), 146-150.
Baumann, J.F., Edwards, E.C., Font, G., Tereshinski, C.A., Kame’enui, E.J., & Olejnik, S. (2002). Teaching
morphemic and contextual analysis to fifth-grade students. Reading Research Quarterly, 37(2), 150-176.
Baumann, J.F., Edwards, E.C., Font, G., Boland, E. M., Olejnik, S., & Kame’enui, E.J. (2003) Vocabulary tricks:
Effects of instruction in morphology and context in fifth-grade students’ ability to derive word meanings. American
Educational Research Journal, 40, (2), 495-538.
Baumann, James F., & Kane/ennui, Edward J. (2004). Vocabulary instruction: Research to practice. New York:
Guilford.
106734797
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Baumann, J. F., Kame’enui, E. J., & Ash, G. E. (2003). Research on vocabulary instruction: Voltaire redux. In J.
Flood, D. Lapp, J. R. Squire, & J. M. Jensen (Eds.), Handbook of research on teaching the English language arts (752-785)
(2nd Ed.). Mahway, NJ: Erlbaum. (Co-published with International Reading Association and National Council of Teachers
of English and available on their websites).
Beach, R., & Hynds, S. (1991). Research on response to literature. In R. Barr, M.L. Kamil, P.B. Mosenthal, & P.D.
Pearson, Handbook of reading research: Volume II (pp. 453-489). Mahwah, NJ: Erlbaum. [Have Handbook]
Beck, I. L. McCaslin, E. S., & McKeown, M. G. (1980). The rationale and design of a program to teach vocabulary to
fourth graders. (Unpublished report, Learning Research and Development Center). Pittsburgh, PA: University of
Pittsburgh.
Beck, I. J., & McKeown, M. (1991). Conditions of vocabulary acquisition. In R. Barr, M.L. Kamil, P.B. Mosenthal, &
P.D. Pearson, Handbook of reading research: Volume II (pp. 789-814). Mahwah, NJ: Erlbaum.
Beck, I. J., McKeown, M., Hamilton, R. L., & Kucan, L. (1998). Getting at the meeting: How to help students unpack
difficult text. American Educator, 22, 66-71, 85 (p. 85 missing).
Beck, I. J., McKeown, M., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York:
Guilford Press.
Beck, I. J., McKeown, M., & McCaslin, E. (1983). Vocabulary development: All contexts are not equal. The
Elementary School Journal, 83, 177-181. [Also see Rapaport (in press).]
Beck, I. J., McKeown, M.G, & Omanson, R.C. (1984). The fertility of some types of vocabulary instruction. Paper
presents as part of a symposium, What is the role of instruction in learning and using vocabulary? American Educational
Research Association, New Orleans, April.
Beck, I. J., McKeown, M.G, & Omanson, R.C. (1987). The effects and use of diverse vocabulary instructional
techniques. In M.G. McKeown & M. Curtis (Eds.) The nature of vocabulary acquisition (147-163). Hillsdale, NJ: Erlbaum.
[mwk, this is in the Curtis/McKeown book folder.]
Beck, I. L., Perfetti, C A., & McKeown, M. G. (1982). Effects of long-term vocabulary instruction on lexical access
and reading comprehension. Journal of Educational Psychology, 74(4), 506-521.
Becker, W. C. (1977). Teaching reading and language to the disadvantaged--What we have learned from field research.
Harvard Educational Review, 47, 518-543.
Bereiter, C., & Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension
strategies. Cognition and Instruction, 2(2), 131-156.
Berwick, Robert C. (1983). Learning word meanings from examples. Proceedings of the 8th International Joint
Conference on Artificial Intelligence (459-461) (IJCAI-83, Karlsruhe, W. Germany). Los Altos, CA: William Kaufmann.
Biemiller, A.. (1999). Language and reading success. Newton Upper Falls, MA: Brookline Books.
Biemiller, A. (2001, Spring). Teaching vocabulary: early, direct, and sequential. American Educator, 47, 24-28
(reprinted from the International Dyslexia Association’s newsletter Perspectives 26(4) (Fall 2000).
Biemiller, A. (2003).Vocabulary: Needed if more children are to read well. Reading Psychology, 24(3-4), 323-335.
Biemiller, A. (2003). Oral comprehension sets the ceiling on reading comprehension. American Educator, 27(1), 23,
44. Free online http://www.aft.org/pubs-reports/american_educator/spring2003/biemiller.html
Biemiller, A. & Slonim, N. (2001). Estimating root word vocabulary growth in normative and advantaged populations:
Evidence for a common sequence of vocabulary acquisition. Journal of Educational Psychology, 93(3), 498-520.
Blachowicz, C. L. Z. (Undated). Best practices in vocabulary instruction. Scott Foresman Leadership Letters: Issues
and trends in reading. Retrieved, May, 2003 http://www.scottforesman.com
Blachowicz, C. L. Z. (1985). Vocabulary development and reading: From research to instruction. The Reading
Teacher, 38(5), 876-881.
Blachowicz, C., & Fisher, P. (1996). Teaching vocabulary in all classrooms. Englewood Cliffs, NJ: Merrill.
Blachowicz, C.L.Z., & Fisher, P. (2000). Vocabulary instruction. In M. Kamil, P. Mosenthal, P.D. Pearson, & R. Barr
(Eds.), Handbook of reading research: Volume III (503-523). New York: Longman.
Bloom, P. (2001). Roots of word learning. In Melissa Bowerman & Stephen C. Levinson (Eds.), Language acquisition
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Bloom, Paul. (2000). How children learn the meanings of words. Cambridge, MA: MIT.
Bloom, P. (2000). Précis of How children learn the meaning of words. Behavioral and Brain Sciences, 24, 1095-1103.
Free online through UB Library
Also read selectively the Open Peer Commentaries (*recommended):
Bickerton
Gärdenfors
Garton
Gogate
Harley & Piatelli-Palmarni
Hirsh-Pasek, et al.
Jensen*
Keil
Maratsos*
Murphy*
Naigles*
Nelson*
Nolan
Racsmány, et al.
Ryder and Favorov*
Scott*
Tomasello*
Varley & Siegal
Waxman
Westbury &
Nicoladis*
Xu & Tenenbaum
Bloom’s response*
3
Bloom, P. (2004). Myths of word learning. In Hall, D. G., & Waxman, S. R. (Eds.), Weaving a lexicon (205-224).
Cambridge, MA: The MIT Press. At Photocopy
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comprehension of students in the early elementary grades. Journal of Educational Psychology, 94, 465-473.
Breen, L. c. (1960). vocabulary development by teaching prefixes, suffixes and root derivatives. The Reading Teacher,
14, 93-97.
Brett, A., Rothlein, L., & Hurley, M. (1996). Vocabulary acquisition from listening to stories and explanations of
target words. The Elementary School Journal, 96(4), 415-422.
Brown, C. (1993). Factors affecting the acquisition of vocabulary: Frequency and saliency of words. In T. Huckin, M.
Haynes, & J. Coady (Eds.); Second language reading and vocabulary learning (pp. 263-286). Norwood, NJ: Ablex.
Brown, G. (1984). A frequency count of 190,000 words in the London-Lund corpus of English conversation.
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Brown, G. (1998). Inferring word meaning: First and second language comprehension. In D. Albrechtsen, B.
Henriksen, I. M. Mees, & E. Poulsen (Eds.), Perspectives on foreign and second language pedagogy: Essays presented
to Kirsten Haastrup on the occasion of her sixtieth birthday (29-39). Odense, Denmark: Odense University Press.
Brown, Roger W. (1958). Words and things. Glencoe, IL: The Free Press.
Buikema, J.L., & Graves, M.F. (1993). Teaching students to use context clues to infer word meanings. Journal of
Reading, 36(6), 450-457.
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dissertation, Ontario Institute for Studies in Education, Toronto, Ontario, Canada.
Carey, S. (2004). Bootstrapping & the origin of concepts. Daedalus, Winter, 59-68.
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Carey, S. (1983). Constraints on the meanings of natural kind terms. In T. B. Seiler & W. Wannenmacher
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Carey, S. (1978). The child as a word learner. In M. Halle, J. Bresnan, and G. A. Miller (Eds.), Linguistic theory and
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Carney, J. J., Anderson, D., Blackburn, C., & Blessing, D. (1984). Preteaching vocabulary and the
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Carnine, D., K., Edward J., & Coyle, G. (1984). Utilization of Contextual Information in Determining the Meaning of
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4
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5
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6
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