Research-Based Vocabulary

Wordly Wise 3000 3 Edition ® rd

Books K–12
Kenneth Hodkinson and Sandra Adams (Books 2–12),
Cheryl Dressler (Books K–1)
By Lee Mountain

For young children, one of the most effective ways to learn new words is to listen to read-
alouds. Older children, on the other hand, learn many new words through independent
reading. Whether children are pre-readers or already reading independently, there is a
growing consensus among educators regarding the need for direct teaching of academic
vocabulary in a systematic program. In fact, recent research has shown not only that it
is important, but that it is important much earlier than was previously thought. This is
especially true for children who come from disadvantaged backgrounds, many of whom
enter school knowing far fewer words than their middle class peers.

The words in the Wordly Wise 3000® series will expand the vocabularies and minds of
today’s students. The Third Edition, which extends from kindergarten through high school, Wordly Wise 3000® is a kindergarten
provides teachers with effective research-based lessons for direct instruction in vocabulary.
through grade 12 vocabulary series
that includes reproducible tests and
Today’s educators are becoming increasingly aware of the benefits of a structured
vocabulary curriculum. Thomas Gunning, author of Creating Literacy Instruction for All an online test generator. The entire
Children, calls a planned program of vocabulary development “highly advisable,” and he program introduces over 3,000
suggests that a certain amount of time be set aside each week for vocabulary instruction: words, and exercises become more
“A planned approach ensures that vocabulary instruction is given the attention it deserves. challenging for upper grades.
Important words and techniques for learning words are taught systematically and in
depth” (2003, p. 236). Research studies have established that even though children learn
many words incidentally, they also need and profit from the direct teaching of vocabulary
(Curtis, 1987; Petty, Herold, & Stoll, 1968). “It is important that teachers provide explicit
and direct vocabulary instruction for all students” (Vacca et al., 2003, p. 308).

Andrew Biemiller, of the Institute of Child Study in Toronto, recommends an increased

emphasis on vocabulary instruction. With respect to the earliest grades, K and 1, Biemiller
maintains that an exclusive emphasis on decoding without concurrent instruction in
challenging vocabulary results in reading comprehension difficulties in the middle
elementary years. For all students, Biemiller suggests “a teacher-centered and curriculum-
structured approach to ensure adequate vocabulary development” (2001, p. 24). Wordly
Wise 3000 embodies this approach.

The Gap in Vocabulary Instruction

The well-documented research of Hart and Risley (1995, 2003) points to a significant
vocabulary gap among various groups of children by the age of three. This gap reflects
how much parents talk to their children, with children of professional families having a
working vocabulary of 1,116 words, those from working class families, 749 words, and
those from lower socio-economic level families, just 525 words. Although the need to
remedy this early gap has been apparent for many years, a series of recent studies finds
that the gap is not being adequately filled.
 “The findings suggest many districts could be performance on state and national assessments.
at a disadvantage in meeting the increased The Wordly Wise 3000 series was designed to
requirements for vocabulary learning from the include a large percentage of words drawn from
Common Core State Standards (CCSS), said a variety of standardized tests in order to help
study co-author Susan B. Neuman, a professor in students succeed.
educational studies specializing in early-literacy
development at the University of Michigan in Ann The standards movement—especially the
Arbor. Common Core State Standards—has raised
the bar for all students, making vocabulary
‘Vocabulary is the tip of the iceberg: Words instruction essential, beginning as early as
reflect concepts and content that students need kindergarten. Expectations are higher, and the
“We have to stop thinking of
to know,’ Ms. Neuman said. ‘This whole common curriculum is more challenging (Wixson & Dutro,
vocabulary as a supplemental core will fall on its face if kids are not getting the 1998; Editorial Projects in Education, 2001).
activity. We must put it where kind of instruction it will require’ (2013). The need is greater, therefore, for vocabulary
it belongs, at the very core of the instruction for the many students who are
curriculum.” In the past, vocabulary was often addressed struggling to pass the high-stakes tests based
indirectly through a core reading, language arts, on the new standards. Wordly Wise 3000, Third
or spelling program. Moreover, researchers in Edition, has been correlated with the Common
the last century, such as Thorndike (1921, 1944), Core State Standards.
Rinsland (1945), Fry (1957), and Dale & O’Rourke
(1981), developed word lists and teachers’ word The research of the late Jeanne Chall and her
books, suggesting which words to teach within colleagues showed a pressing need for direct
these programs. Even today, word-frequency vocabulary instruction for many children. Those
research is a building block of textbook programs researchers pointed out that, even after strong
(Steinmetz, 1999; Harris & Jacobson, 1982). phonics instruction, children who are not
exposed to broad vocabulary outside school
No longer, however, can vocabulary instruction declined in reading comprehension between
be treated as merely a subsection of reading, grades 3 and 7 because of their vocabulary
language arts, and spelling programs. The limitations—the limits of their language (Chall,
National Reading Panel (National Institute of Jacobs, & Baldwin, 1990). But research has also
Child Health and Human Development, 2000) shown that those limits can be extended: Stahl
identified five pillars as the basis for reading and Fairbanks (1986) established that direct
instruction: phonological awareness, phonics, vocabulary instruction can significantly improve
fluency, comprehension, and vocabulary. Among comprehension. In fact, vocabulary knowledge
these topics, vocabulary is unique. The other is the most important factor in reading
topics involve learning a finite number of skills comprehension (LaFlamme, 1997).
or suggest a finite amount of practice. Only
vocabulary acquisition is ongoing throughout life Better comprehension is one of the primary
(Stahl, 2004). “Word knowledge is not known or benefits of the vocabulary curriculum of Wordly
unknown as a letter name is; rather, knowledge Wise 3000. But the other benefits extend into
about words and one’s ability to use vocabulary all areas of oral and written communication.
is acquired incrementally (Dougherty Stahl, 2011). Vocabulary is also an avenue to better writing
(Tompkins, 2003). Students are led to use the
Vocabulary knowledge is essential for success on featured words from their Wordly Wise 3000
all of today’s high-stakes tests. Even if teachers lessons in their writing, as well as to comprehend
do not emphasize word study for its own sake, them in reading.
they are held accountable for their students’

2 e p s li t e racy an d i n te r ve n t io n
According to Kenneth Hodkinson, the author Many of the words chosen are more
of Wordly Wise 3000, Books 2 through 12, sophisticated words for known concepts, such
“We have to stop thinking of vocabulary as a as release (let go), leap (jump), and delighted
supplemental activity. We must put it where (happy). Other words, such as nation, decay,
it belongs, at the very core of the curriculum” and reflect, name important new concepts.
(2002, p. 4). In addition, because “A person with a larger
vocabulary not only knows more words, but
Choosing Words and Designing also knows more meanings for many words”
Instruction and Activities for (Qian, 1999; Vermeer, 2001, as cited in Stahl &
Wordly Wise 3000 Nagy, p. 13), Wordly Wise 3000 Books K and
1 introduce children to the notion of multiple
Active participation in...
Books K and 1 meanings. Thus, multiple meanings of familiar
words such as row, ring, patch, trunk, and store discussions promotes the
As noted above, children enter kindergarten with a are systematically taught. learning of vocabulary.
wide range of vocabulary knowledge (Hart & Risley,
1995). For children who enter school with smaller Books 2 through 12
vocabularies, Wordly Wise 3000 Books K and 1
ensure exposure to a core of high-utility vocabulary When Kenneth Hodkinson speaks to teachers
used frequently across domains. For children with around the country about his Wordly Wise 3000
larger vocabularies, more challenging words are series, he frequently gets inquiries about how he
taught through a supplementary Extend and chose the words and what he considers important
Challenge activity. In all cases, children learn words in vocabulary exercises. His answers show both his
that are both developmentally appropriate and research orientation and his creativity.
important for content-area reading comprehension Hodkinson’s starting point was the research by
in later grades. Harris and Jacobson (1982) on word frequency
in school readers and the grade level of a
Cheryl Dressler has chosen the words for Wordly word’s first appearance. For example, consider
Wise 3000 Books K and 1 in consultation Hodkinson’s reasoning regarding the words
with two major references: The Living Word enormous and gigantic: “Enormous occurred
Vocabulary (Dale & O’Rourke, 1981) and The two hundred times and first appeared in most
Reading Teacher’s Book of Lists (Fry, Kress, & third or fourth grade readers. Gigantic occurred
Fountoukidis, 2000). The Living Word Vocabulary fifty times, and in the majority of readers did not
provides information about the grade levels at appear until fifth or sixth grade level. Enormous
which a given word is known by most children. is in Book 2 of the series, and gigantic appears
Following current research guidelines for several books later” (2002, p. 13). Other
vocabulary instruction of kindergarteners and first factors that Hodkinson considered in the choice
graders (Biemiller & Boote, 2006), Dressler has of words were usefulness (thereby favoring
selected words that are known by most children arduous and eliminating aardvark), number of
in fourth grade and that correspond to the meanings (including mammoth, as both noun
conceptual level of development of children in and adjective, and rejecting mermaid), and
kindergarten and grade 1. The Reading Teacher’s correlations with the SAT and various high-stakes
Book of Lists provides words that appear in upper tests (2002, p. 14).
elementary science and social studies texts, as
well as frequently used descriptive adjectives and Hodkinson maintains that questions of all kinds,
adverbs. Most words in Wordly Wise 3000 Books even multiple-choice questions, can be engaging,
K and 1 appear on one of these lists and meet challenging, and creatively designed. He gives
The Living Word Vocabulary criteria. this example:

e p s li te racy an d i nt e rv e nt i on 3
 Which of the following is ancient? the middle grades (Stahl, 1999). While working
with struggling readers in the eighth grade, Beers
(a) a joke you’ve heard before
(2003) determined that 20 words per lesson were
(b) last year’s calendar too many. She suggested a more intense focus on
fewer words.
(c) an Egyptian mummy

(d) a dinosaur bone Research-based Structure of Lessons

in Wordly Wise 3000
“More than one answer may be correct, which of
course makes it harder. An Egyptian mummy and Children learn words best by meeting them many
a dinosaur bone are obviously ancient, while last times in many different contexts. The structure
Multiple exposures help
year’s calendar may be out-of-date but is hardly of lessons in Wordly Wise 3000 helps retention,
a child learn a word. ancient. But what about a joke or an exciting bit since repeated engagements with a new word
of news you’ve heard before? A typical response can lead to deep processing of the meaning (Dole,
might be, ‘Oh! That’s ancient!’ using the word Sloan, & Trathen, 1995; Rosenbaum, 2001).
colloquially. Is that a correct answer? Opinions
could differ” (Hodkinson, 2002, p. 10). Differing Throughout the Wordly Wise 3000 series,
opinions make for lively discussions of words. students receive multiple exposures to each
Active participation in such discussions promotes word. They meet the word again and again in
the learning of vocabulary (Carr & Wixson, 1986). the lesson (and spiral through subsequent lessons
and reviews) in a variety of listening, reading, and
Organization and Progression writing situations. Estimates of when mastery
of Wordly Wise 3000 of a particular word occurs differ, since children
learn words in stages (Graves, 1987; Dale &
The progression through various levels of the O’Rourke, 1971). So while researchers differ on
Wordly Wise 3000 series is developmentally the ideal number of exposures, ranging from two
appropriate (Mountain, 2000). Books K and 1 to a dozen (Beck, McKeown, & Omanson 1987;
focus on oral presentation of the words, with Stahl & Fairbanks, 1986), they agree that multiple
clear, colorful picture support. Pictures show the exposures help a child learn a word.
action of each story and are used in the activities
that follow. Picture and Concept Cards are also In Wordly Wise 3000 Books K and 1, lessons
used to introduce children to the words and to begin with an oral and visual presentation of the
present background knowledge. Book K features words, followed by a read-aloud. The read-aloud
12 lessons, and Book 1 features 15 lessons. stories describe the adventures of three children
Books 2 and 3, each comprising 15 lessons, as they enter kindergarten and progress through
also use pictures to enrich definitions. Books K first grade together. Lessons in Books 2 and 3 use
through 3 feature 10 words per lesson; in Books definitions, parts of speech, and a sentence using
K and 1, they are introduced over a two-week the word as starting points. Books 4 through 12
period, 5 words per week. The manageable add pronunciations. These lessons quickly branch
numbers of words and lessons incrementally lead into activities in which the students encounter
young students into awareness and appreciation and use the words, culminating with a passage
of vocabulary as an ongoing part of their where all the words appear in context. This
elementary curriculum. methodology is supported by the studies of Stahl
and Fairbanks (1986) and Stahl (1999), which
Books 4 through 12 feature 300 words each. recommend that direct instruction include both
Research indicates that 300 words (20 lessons definitional and contextual knowledge.
of 15 words each) is a realistically achievable
number to be taught through direct instruction in

4 e p s li t e racy an d i n te r ve n t io n
The activities also encourage students to use the by looking at pictures in the Student Book.
words in their own writing, as recommended by The word compass appears in the following
Beers (2003). sentence: “To make Jordan feel better,
Chris showed him how to use the compass
All lessons in Books 2 through 12 also offer his dad gave him.” The accompanying
entertaining and informative commentary on illustration clearly shows Chris showing Jordan
word histories, homophones, derivations, shades his compass.
of meaning, roots and affixes, word relationships,
and extended meanings, in a section called Fun & • After the teacher asks questions to clarify
Fascinating Facts (Fun Fact in Books 2 and 3). understanding, the children respond to a
question about the word, circling the compass
Active participation in...
Additional reviews come in the form of hidden in the Student Book story picture.
message puzzles and crossword puzzles. discussions promotes the
Thus, study and game playing combine for • When the story is reread, children are asked learning of vocabulary.
reinforcement (Mountain, 2002). to touch their nose when they hear the
word compass.
In-depth Learning of Words
in Wordly Wise 3000 • Children cut and paste (Book K) or number
(Book 1) story pictures to put them in the
“Knowing a word is more like being able to use correct sequence. Then, using the pictures
a tool than it is like being able to state a fact” as cues, children retell the story using the
(Nagy & Scott, 2000, p. 273). In the Wordly vocabulary words. Children then do a series “Knowing a word is more
Wise 3000 series, students truly learn to use the of activities in their Student Books in which
like being able to use a
featured words “like tools.” they color, match pictures, or choose pictures
tool than it is like being
from a group to identify words such as compass.
Books K and 1 Many vocabulary words also reappear in review able to state a fact.”
activities and subsequent stories.
How can you teach the meanings of new words to
children who are not yet independent readers—or Because studies have shown that hearing a story
even readers? In Wordly Wise 3000 Books K and several times results in better vocabulary learning
1, initial instruction takes place primarily through than hearing it only once (Senechal, 1997), each
the medium of spoken language, followed by story in Books K and 1 is read aloud on three
Student Book activities that invite children to circle, different occasions. Each reading involves the
connect, cut and paste, color, draw, and discuss. children in a different manner. During the first
This lesson structure ensures that children interact reading, children point to illustrations in their
with each word in a variety of ways across multiple Student Books that correspond to the story being
contexts that highlight different dimensions of the read; during subsequent readings, they listen for
word’s meaning. To illustrate, let’s follow the word specific words and put a finger on their nose to
compass, which first appears in Book 1, Lesson 2, indicate when they hear them.
“Camping at the Lake,” through a typical course
of instruction. Books 2 through 12

• The teacher introduces the word compass Like Books K and 1, these levels follow a
using the Picture Card and provides a similar plan for interacting with a word in
brief definition and description. several contexts. Throughout these levels, the
first exercise in each lesson focuses on word
• The teacher then reads the story “Camping meanings, and the last exercise requires students
at the Lake” aloud as children follow along to write answers to questions about a passage in

e p s li te racy an d i nt e rv e nt i on 5
 which the words appear in context. The activities 1B Just the Right Word
demonstrate the shades of meaning of each
word. Students form a network of associations
Improve each of the following sentences by
and connections with a word when they identify
crossing out the bold phrase and replacing it
its synonyms and antonyms, determine whether
with a word (or a form of the word) from Word
it fits certain contexts, encounter it in an article,
List 1.
and answer questions that make it clear that the In English, the letter “c” stands for two different
comprehension of the material depends upon sounds.
word knowledge. Each word in the Wordly Wise
1C Applying Meanings
3000 series is taught thoroughly and memorably.
Circle the letter or letters of each correct
The curriculum of the Wordly Books 5 through 12 feature more intensive answer. A question may have more than one
Wise 3000 series is closely work with synonyms, antonyms, analogies, and correct answer.
aligned with the national images. The efficacy of such word work is well
supported by research. Stahl (1999) places the Which of the following represent other
standards of the National
teaching of synonyms and antonyms first on people?
Council of Teachers of English,
his list of things a teacher might do to provide
the International Reading definitional information. Tompkins (2003) sees (a) state senators (c) storekeepers
Association, and the Common the study of synonyms and antonyms as an (b) taxi drivers (d) lawyers
Core State Standards Initiative. effective route to the thesaurus. The benefits
of instruction in analogies carry over into the
content areas (Glynn, 1994). 1D Word Study
Let’s follow the word represent through a typical Synonyms are words that have the same or
series of exercises in Book 4, Lesson 1. First, similar meaning. Big and large are synonyms.
students see the dictionary definitions of the Both words have to do with great size.
word. Then they meet the word in a variety of
exercises and contexts. Circle the two synonyms in each group of four
words.
From Word List 1 repeat utter represent say

represent v. 1. To stand for or in place of. Note: Books 2 and 3 feature a slightly different
re pri zent' Three dots represent the grouping of activities which are age-appropriate;
letter “S” in the Morse code. Books 9 through 12 also feature some more
challenging activities suited for those levels.
2. To act in place of.
Each state in the U.S. elects Passage, Questions, and Fun &
two senators to represent it in Fascinating Facts
Congress.
Students read a nonfiction passage in which
1A Finding Meanings the lesson words are used in context. Then they
write answers to questions about words, such
Choose two phrases to form a sentence that as represent. For this Third Edition, all passages
correctly uses a word from Word List 1. Write have been assigned measures using The Lexile
each sentence in the space provided. Framework® for Reading. The Fun & Fascinating
Facts section concludes the lesson with interesting
(a) stand in for him (c) To represent
facts about words and their histories.
or her. someone is to
(b) invite him or her. (d) To recommend
someone is to

6 e p s li t e racy an d i n te r ve n t io n
Review and Reinforcement passages at each cumulative, midterm, and final
testing point.
Within and beyond each book, students have even
more opportunities to encounter each featured Technology
word. In the case of the word represent, for
example, students are questioned about it in a Students who struggle to read and comprehend
passage in the Book 4 Midterm Test 1 (covering can be helped by listening to text as they read
Lessons 1–10). This test appears in the Teacher’s it. For these students, audio support promotes
Resource Book: both retention and fluency. Recent research has
provided evidence to support the effectiveness
Nadia Comaneci, a fourteen-year-old gymnast, was of audio support while reading (Balajthy,
Throughout the series, students
representing Romania at the Olympic Games. 2005). This research indicates that many types
of learners can be helped by audio support, learn multiple forms of each word.
The Teacher’s Resource Book also offers a feature including older struggling readers (Elkind, 1998;
called Lesson Review Exercises, which appears in Wattenberg, 2004) and those suffering from
reproducible form. These cloze exercises (one set attentional difficulties (Hecker, Burns, Elkind,
per lesson) can be used to solidify and reinforce Elkind, & Katz, 2002).
learning or as assessment. They can also be used
as an alternative to the open-ended questions In order to provide this support, as well as to
following the Passage. Using them might be facilitate independent practice, Wordly Wise
suitable for students who are challenged by 3000 now has three additional resources:
open-ended writing.
Audio CDs for Books 2–12
Assessment
These allow students to listen to words,
Wordly Wise 3000 Books K and 1 feature definitions, and reading passages being read
oral assessments, both formal and informal. aloud as they follow along. This provides a way
Reproducible checklists for each lesson make for teachers to differentiate instruction for the
keeping track of student progress easy and needs of individual students. The word list for
convenient. every lesson is available and includes definitions
and a bonus quick-check comprehension
Reproducible tests are available for Wordly Wise question to ensure that students understand
3000 Books 2 through 12 in the corresponding word meaning.
Teacher’s Resource Book. Tests contain multiple-
choice questions for every word in formats • Modeling of correct pronunciation of all words
resembling those of standardized tests. In is featured.
addition to being effective for high-stakes test • All reading passages are read aloud with
preparation, the Wordly Wise 3000 tests also fluency.
reinforce the application of word knowledge • All vocabulary words are used in context.
in new contexts because context is the most
frequently invoked aid to comprehension (Allen, Free Online Web Resources
1999; Alvermann & Phelps, 1998; Nagy, 1988).
Go to WordlyWise3000.com to find:
An online Test Generator offers teachers another
choice, providing the flexibility of testing only • Word lists and definitions with downloadable
those words they choose or of grouping words MP3 audio to promote independent study
as they see fit. The Test Generator provides three • Interactive vocabulary games
times as many items per word as the printed • Graphic organizers
reproducible tests. It also includes a choice of

e p s li te racy an d i nt e rv e nt i on 7
 Wordly Wise 3000® Online of the International Reading Association and
the National Council of Teachers of English
The entire program is now available in an online (1996) and with the newer Common Core
format for Levels 2 through 12. All the same State Standards. The alignment of Wordly
content as Wordly Wise 3000 Third Edition is Wise 3000 with the former is evident in the
available in an interactive format with full audio inclusion of nonfiction passages on a wide
scaffolding, making the program accessible to variety of topics in both the lessons and tests.
students who struggle with reading and for The standards emphasize the desirability of
English Language Learners, as well as providing range, variety, and diversity in students’ reading.
motivation for today’s tech-savvy students. Additional standards focus on reading and
writing strategies. These standards point out
For more information, go to the importance of context and knowledge of
epsbooks.com/WW3000online word meaning, as well as the use of vocabulary
in effective communication. The Wordly Wise
Wordly Wise Science & Social Studies™ 3000 series relates writing, as well as reading,
to vocabulary study. The series also addresses
Wordly Wise 3000, whether Print or Online, is language conventions and figurative language.
a general academic vocabulary program, one
that teaches the kinds of words students need With the adoption of the Common Core
to achieve in school. But students also need State Standards Initiative (CCSSI, 2010) and of
to understand the domain-specific vocabulary national efforts to reform education and prepare
of content-area subjects, particularly the students for college and career, the importance
challenging terms they meet in science and social of vocabulary instruction receives new validation
studies. Wordly Wise Science & Social Studies is at all levels, and Wordly Wise 3000 meets these
an online program for Grades 4 through 8 that standards. With young students, for example, the
focuses on these content areas. The Common second grade standards require students to “use
Core State Standards state that students words and phrases acquired…including adjectives
should be able to “Determine the meaning of and adverbs” (p. 27). At the uppermost levels, in
general academic and domain-specific words grades 11 and 12, students must demonstrate
and phrases in a text relevant to a grade [level] ability to “Determine the meaning of words
topic or subject area.” (2010, p. 14) Used in and phrases as they are used in text, including
combination with Wordly Wise 3000, Wordly figurative, connotative, and technical meanings”
Wise Science & Social Studies provides a rich, (p. 38). In addition, comprehension- and
wide-ranging vocabulary curriculum. writing-related standards are directly based on
the assumption that students have developed
Alignment of Wordly Wise 3000 with substantial word knowledge to support their
NCTE/IRA and Common Core State reading and writing. For more information, go
Standards (CCSS) to epsbooks.com/commoncore

The standards movement has set higher goals for Conclusion

all students, including those from disadvantaged
backgrounds, English Language Learners, and The research-into-practice aim of the standards
struggling readers (Stotsky, 1997; Biemiller, movement parallels the aim of the Wordly
1999). These students need a vocabulary Wise 3000 series. The lessons in this series give
curriculum to help them meet these goals. specificity to the standards and put them into
teachable form for teachers facing the perennial
The curriculum of the Wordly Wise 3000 series problem of too much to do in too little time.
is closely aligned with the national standards “Given the pressures of extensive curricula,

8 e p s li t e racy an d i n te r ve n t io n
limited time, and a wide range of student Lee Mountain is Professor of Curriculum
abilities, teachers need vocabulary strategies that and Instruction at the University of Houston
can yield the greatest benefit in student learning in Houston, Texas. She is the author of many
with the least cost in planning and instructional books, including Early 3 Rs (Erlbaum, 2000),
time” (Alvermann & Phelps, 1998, p. 261). The Math Connections (Barrett Kendall Publishers,
Wordly Wise 3000 series is a time-saver in that it 2001), the Heritage Readers Series (Jamestown/
provides teachers with an organized vocabulary Wright Group/McGraw Hill, 1997), Strategies for
curriculum that has sequence, structure, and Guiding Content Reading (Allyn & Bacon, 1995),
research-based strategies for instruction. and Vocabulary From Classical Roots, Books 4,
5, and 6 (Educators Publishing Service, 2006,
Kenneth Hodkinson has taught English 2007). Mountain has also written numerous
to elementary, junior high, and high school journal articles published in English Journal, The
students in the United States, Canada, and Reading Teacher, and the Journal of Adolescent
England. A playwright who studied at the & Adult Literacy. With degrees from George
Yale Drama School, Mr. Hodkinson has had Washington University in Washington, D.C. and
several plays performed, and is also a poet from Pennsylvania State University, Mountain
and an inventor of games, including “The has extensive teaching experience. In 2000,
Reading Game.” His puzzles have appeared in she received the National Freedoms Foundation
newspapers and books, and he gives workshops Award for contributions to education. Her
on vocabulary development to teachers, textbooks have received both the McGuffey
students, and administrators. Award (Uncle Sam and the Flag) and the
Texty Award (Pocketful of Posies Primer). She
Cheryl Dressler is a literacy consultant
is a Fellow of the Text and Academic Authors
who has taught English in Switzerland and
Association, a member of Phi Beta Kappa, and
the United States. Dr. Dressler received an
recipient of the Distinguished Career Award at
EdD from the Harvard Graduate School of
Education, where she assisted in a longitudinal, the University of Houston.
in-depth study of vocabulary development.
She has published articles in Reading Research
Quarterly and Learning Disabilities Research
& Practice, as well as, with coauthor Michael
Kamil, “First- and second-language literacy,” in
August, D. and Shanahan, T. (Eds.) Developing
Literacy in Second-Language Learners: Report
of the National Literacy Panel on Language-
Minority Children and Youth. Hillsdale, NJ:
Lawrence Erlbaum Associates, 2006.

For more information about this and other research-

based materials from EPS Literacy and Intervention,
visit epsbooks.com or call 800.225.5750.

Copyright ©2014 by EPS Literacy and Intervention.

All rights reserved.

e p s li te racy an d i nt e rv e nt i on 9
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