References
Beers, K. (2003). When kids can’t read, what teachers can do: A guide for
teachers. Portsmouth, NH: Heinemann.
Emans, R., & Fisher, G. M. (1967). Teaching the use of context clues. Elementary
English, 44(3), 243-246.
Esteban-Guitart, M., & Moll, L. C. (2014) Funds of identity: A new concept
based on the funds of knowledge approach. Culture & Psychology, 21(1),
31-48.
Fuqua, J. W. (1985). Seven strategies for teaching context clues. The Reading
Teacher, 38(6), 585-587.
Green, J. (2003). Word Wall : Teaching Vocabulary Through Immersion (2nd
Edition). Toronto, ON, CAN: Pippin Publishing Corporation. Retrieved
from http://www.ebrary.com
Haggard, M. R. (1986). The vocabulary self-collection strategy: Using student
interest and world knowledge to enhance vocabulary growth. Journal of
Reading, 29(7), 634-642.
Jackson, J., & Narvaez, R. (September 2013). Interactive word walls. Science and
Children, 42-49.
Kieffer, M., & Lesaux, N. (2007). Breaking down words to build meaning:
Morphology, vocabulary, and reading comprehension in the urban
classroom. The Reading Teacher, 61(2), 134-144.
Marzano, R. J. (2004). Building Background Knowledge for Academic
Achievement: Research on What Works in Schools. Alexandria, VA,
USA: Association for Supervision & Curriculum Development (ASCD).
Retrieved from http://www.ebrary.com
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing
instructional strategies to teach reading in content areas for students in
grades 5-12. Boston, MA: Pearson.
National Governors Association Center for Best Practices & Council of Chief
State School Officers. (2010). Common Core State Standards for English
language arts and literacy in history/social studies, science, and technical
subjects. Washington, DC: Authors.
Rasinski, T. V., Padak, N., Newton, J., & Newton, E. (2011). The Latin-Greek
connection: Building vocabulary through morphological study. The
Reading Teacher, 65(2), 133-141.
Ruddell, M. R., & Shearer, B. A. (2002). “Extraordinary,” “tremendous,”
“exhilarating,” “magnificent”: Middle school at-risk students become avid
word learners with the vocabulary self-collection strategy (VSS). Journal
of Adolescent & Adult Literacy, 45(5), 352-363.
Ryder, R. J. (1986). Teaching vocabulary through context clues. Journal of
Reading, 30(1), 61-65.
Urquhart, V., & Frazee, D. (2012). Teaching Reading in the Content Areas : If
Not Me, Then Who? (3rd Edition). Alexandria, VA, USA: Association for
Supervision & Curriculum Development (ASCD). Retrieved from
http://www.ebrary.com
Wiley on behalf of the International Reading Association. (2011).
Concept/definition maps to comprehend curriculum content. The Reading
Teacher, 65(3), 211-213.
Beers, K. (2003). When kids can’t read, what teachers can do: A guide for
teachers. Portsmouth, NH: Heinemann.
Emans, R., & Fisher, G. M. (1967). Teaching the use of context clues. Elementary
English, 44(3), 243-246.
Esteban-Guitart, M., & Moll, L. C. (2014) Funds of identity: A new concept
based on the funds of knowledge approach. Culture & Psychology, 21(1),
31-48.
Fuqua, J. W. (1985). Seven strategies for teaching context clues. The Reading
Teacher, 38(6), 585-587.
Green, J. (2003). Word Wall : Teaching Vocabulary Through Immersion (2nd
Edition). Toronto, ON, CAN: Pippin Publishing Corporation. Retrieved
from http://www.ebrary.com
Haggard, M. R. (1986). The vocabulary self-collection strategy: Using student
interest and world knowledge to enhance vocabulary growth. Journal of
Reading, 29(7), 634-642.
Jackson, J., & Narvaez, R. (September 2013). Interactive word walls. Science and
Children, 42-49.
Kieffer, M., & Lesaux, N. (2007). Breaking down words to build meaning:
Morphology, vocabulary, and reading comprehension in the urban
classroom. The Reading Teacher, 61(2), 134-144.
Marzano, R. J. (2004). Building Background Knowledge for Academic
Achievement: Research on What Works in Schools. Alexandria, VA,
USA: Association for Supervision & Curriculum Development (ASCD).
Retrieved from http://www.ebrary.com
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing
instructional strategies to teach reading in content areas for students in
grades 5-12. Boston, MA: Pearson.
National Governors Association Center for Best Practices & Council of Chief
State School Officers. (2010). Common Core State Standards for English
language arts and literacy in history/social studies, science, and technical
subjects. Washington, DC: Authors.
Rasinski, T. V., Padak, N., Newton, J., & Newton, E. (2011). The Latin-Greek
connection: Building vocabulary through morphological study. The
Reading Teacher, 65(2), 133-141.
Ruddell, M. R., & Shearer, B. A. (2002). “Extraordinary,” “tremendous,”
“exhilarating,” “magnificent”: Middle school at-risk students become avid
word learners with the vocabulary self-collection strategy (VSS). Journal
of Adolescent & Adult Literacy, 45(5), 352-363.
Ryder, R. J. (1986). Teaching vocabulary through context clues. Journal of
Reading, 30(1), 61-65.
Urquhart, V., & Frazee, D. (2012). Teaching Reading in the Content Areas : If
Not Me, Then Who? (3rd Edition). Alexandria, VA, USA: Association for
Supervision & Curriculum Development (ASCD). Retrieved from
http://www.ebrary.com
Wiley on behalf of the International Reading Association. (2011).
Concept/definition maps to comprehend curriculum content. The Reading
Teacher, 65(3), 211-213.