ABSTRACT
This chapter begins by addressing the ways in which research has refined our understanding of a comprehensive approach to instruction. It then highlights word consciousness as perhaps the most important dimension of a comprehensive approach, followed by the importance of active learning. The chapter discusses the pressing need for high quality vocabulary instruction for all learners, especially in light of the widely ranging vocabularies among students in school. It focuses on three issues of concern at that time: what it means to approach vocabulary comprehensively, the many dimensions of academic vocabulary, and research-based resources for academic and content vocabulary. The chapter then highlights considerations unique to young learners and adolescents, respectively, then situate all vocabulary instruction within the broader context of language with an emphasis on language variation. It discusses three practices related to increased vocabulary learning in young children: an emphasis on oral language between parents and children, reading aloud, and the need for carefully structured programs.
