Middle Literacy Methods Anthology : Word Study, Vocabulary, and Comprehension

Middle Literacy Methods Anthology: Word Study, Vocabulary, and Comprehension provides students and educators with a collection of peer-reviewed research and project-based articles on reading instruction methods. A variety of interactive prompts complement the readings and challenge readers to think critically and better understand the ways in which each method can function successfully within the classroom. 

The opening chapter focuses on word study, featuring articles that familiarize readers with the word study instruction method, speak to using it effectively in small groups, and explore the implementation of morphological word study in the intermediate classroom. In the second chapter, students read compelling articles about improving vocabulary acquisition and utilizing morphological awareness to improve spelling, vocabulary, and comprehension for adult learners. The anthology concludes with a chapter about comprehension, which features articles on assisted reading, vocabulary awareness, and literature circles. 

Highly interactive in nature and immensely valuable, Middle Literacy Methods Anthology is well-suited for courses and programs in education and is also an excellent resource for teacher professional development.

Michael S. Mott is an associate professor of elementary education at The University of Mississippi. He holds a Ph.D. in elementary education from Mississippi State University and a master’s degree from the Bank Street College of Education.

Katie Y. Naron is an instructor of teacher education at The University of Mississippi. She holds a master’s in education with emphasis in curriculum and instruction from The University of Mississippi.

Jacqueline M. Mott is an adjunct instructor of teacher education at The University of Mississippi, as well as a third grade teacher. She holds a master’s in education with emphasis in literacy education from The University of Mississippi.

Ashley B. Goralczyk is an instructor of teacher education and doctoral student at The University of Mississippi. She holds a master’s in education with emphasis in curriculum and instruction from The University of Mississippi.