Using this unit’s readings and other course readings, select one of the cases for Chapter 5 in the Combs’ text focusing on Vocabulary and complete the case study using the assignment guidelines and rubric in the course syllabus

Using this unit’s readings and other course readings, select one of the cases for Chapter 5 in the Combs’ text focusing on Vocabulary and complete the case study using the assignment guidelines and rubric in the course syllabus.

Related Articles:

• • Colker, L.J. (2014 ). The word gap: The early years make a difference. Teaching Young Children, 7 (3), 26-28.
  • Graves, M.F. et al. (2013). Words, words, everywhere, but which ones do we teach?. The Reading Teacher, 67(5), 333-346.
  • Hickman, P., Pollar-Duradola, S. & Vaughn, S. (2004). Storybook reading: Improving vocabulary and comprehension for English-language learners. The Reading Teacher, 57(8), 720-730.
  • Pacheco, M.B. & Goodwin, A. P. (2013). Putting two and two together: Middle school students’ morphological problem-solving strategies for unknown words. Journal of Adolescent and Adult Literacy, 56(7), 541-553.
  • Ruddell, M.R., & Shearer, B. (2002). “Extradordinary,” “tremendous,” “exhilarating,” “magnificent,”: Middle-school at-risk students become avid word learners with the vocabulary self-collection strategy. Journal of Adolescent & Adult Literacy, 45(5), 352-363.

You will be assessed using the Case Study Rubric. Upload your assignment to the dropbox folder for this unit titled with your last name, first initial and Unit number saved as a word .doc or .docx file.