Today’s guest is Dr. Tanya Wright whose research and writing focus on vocabulary and knowledge-building, and comprehension. She’ll help us think about how to infuse vocabulary instruction into before, during, and after reading activities to move from passive word learning such as just parroting back a dictionary definition, to active processing where readers really engage with words to understand them more deeply. We’ll talk about what research says about explicitly teaching word meanings, and what research has shown about effective strategy instruction for vocabulary development. Later, I’m joined by my colleague Macie Kerbs for a discussion of how we can bring this research to the classroom.

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To learn more about this podcast, see the first season's guests, read full transcripts and blog responses from listeners, and read more about Jennifer Serravallo and her work, visit www.jenniferserravallo.com/podcast

Check out Dr. Wright's most recent professional book for teachers about vocabulary instruction here.

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About this episode’s guest:

 Tanya S. Wright is an associate professor of Language and Literacy at Michigan State University. Wright is a former kindergarten teacher whose research and teaching focus on curriculum and instruction in language and literacy during the early childhood and elementary years. Her research examines instructional practices that promote oral language, vocabulary, and knowledge development for young children. Wright is co-author of several books for teachers and parents. Her work has been published in many scholarly journals, has been funded by the multiple foundations. In 2012 she was the winner of ILA’s Outstanding Dissertation Award in 2012, and is now the Senior Editor of The Reading Teacher. She’s the lead author of the open access SOLID start curriculum and the leader of 55 open access PD videos at literacyessentials.org.

Special thanks to Scotty Sanders for audio editing this episode. https://www.scottysandersmedia.com/

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