When kids get the opportunity to discuss something with a partner before responding to a teacher question, positive outcomes have been seen in the primary grades in reading and in the upper grades with second-language learners.
The authors discuss barriers that prevent teachers from applying research to practice and what resources you, as an instructional leader, can use to bridge the gap.
Vocabulary learning is incremental and there are more words that kids need to learn than we can teach. Kids need lots of opportunities to confront words in their reading and listening.
