Developing Conceptual Knowledge through Oral and Written Language

Melanie R. Kuhn, PhD, isProfessor and Jean Adamson Stanley Faculty Chair in Literacy at the Purdue University College of Education. In addition to reading fluency, her research interests include literacy instruction for struggling readers, and comprehension and vocabulary development. Formerly on the faculties of the Boston University School of Education and the Rutgers Graduate School of Education, Dr. Kuhn began her teaching career in the Boston public schools and worked as an instructor at an international school in England. She served as a member of the Literacy Research Panel for the International Literacy Association. Dr. Kuhn has published several books and numerous journal articles and book chapters. Mariam Jean Dreher, PhD, is Professor in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park. Previously she was an elementary classroom teacher and Title I specialist. Her research interests include ways to integrate informational text into literacy instruction to enhance students’ comprehension, vocabulary, and motivation. Dr. Dreher has published numerous articles and books and has served on many editorial advisory boards, receiving the Outstanding Reviewer Award from the Journal of Literacy Research. She is a consultant to National Geographic Children’s Books on a series of information books for young children. Dr. Dreher is a recipient of a Fulbright Senior Specialist Grant and was awarded an honorary doctorate from the University of Oulu, Finland.

Foreword, Elfrieda H. Hiebert
1. Introduction, Melanie R. Kuhn
2. Developing Vocabulary Skills While Developing Conceptual Knowledge: Strategies from the PAVEd for Success Kindergarten and Prekindergarten Program, Claire E. Hamilton & Paula J. Schwanenflugel
3. “I Don’t Just Want to Read, I Want to Learn Something”: Best Practices for Using Informational Texts to Build Young Children’s Conceptual Knowledge, Mariam Jean Dreher & Sharon B. Kletzien
4. What Does Discussion Add to Reading for Conceptual Learning?, Pei-Yu Marian Pan, Brian W. Miller, & Richard C. Anderson
5. Using Multimodal Text Sets to Support Conceptual Understandings, Jeanne Swafford
6. Developing Conceptual Knowledge in the Content Areas: Overlooked Features of Texts That Influence Complexity, Heidi Anne E. Mesmer
7. Teaching and Learning in a Digital World: Digital Literacies for Disciplinary Learning, Jill Castek & Michael Manderino
8. Teaching to Write and Writing to Learn: Conceptual Development through Discipline-Specific Writing, Estanislado S. Barrera IV & Kim Skinner
9. Addressing Complexities of Science Texts to Facilitate English Language Learners’ Conceptual Development, Marco A. Bravo, Saúl I. Maldonado, & Jorge L. Solís
10. Amplifying Diverse Voices with Read-Alouds in Elementary, Middle, and High School Classrooms: Connecting Concepts to Practice, Catherine Lammert, Stacia L. Long, & Jo Worthy
11. What’s Involved in Preparing Students for Workplace Writing Success?: Linking Conceptual and Practical Knowledge, Maria Grant, Diane Lapp, & Thomas DeVere Wolsey
Index