- Buy this product and stream 90 days of Amazon Music Unlimited for free. E-mail after purchase. Conditions apply. Learn more
Closing the Vocabulary Gap Paperback – 11 Apr 2018
- Choose from over 13,000 locations across the UK
- Prime members get unlimited deliveries at no additional cost
- Find your preferred location and add it to your address book
- Dispatch to this address when you check out
Special offers and product promotions
Frequently bought together
Customers who viewed this item also viewed
Enter your mobile number or email address below and we'll send you a link to download the free Kindle App. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required.
To get the free app, enter your mobile phone number.
Would you like to tell us about a lower price?
If you are a seller for this product, would you like to suggest updates through seller support?
"In the years I’ve devoted to literacy, I have learnt what I should have always have known - that nothing matters more than words. Our vocabulary allows us to interpret the world, to express ourselves with greater clarity, to show confidence, insight and perceptiveness. Words lie at the heart of our quest to narrow gaps between the advantaged and disadvantaged, to address social mobility. That’s why I am so pleased to welcome Alex Quigley’s powerfully illuminating book. It is a vital reminder that knowing about vocabulary is the responsibility of every teacher. It is also the entitlement of every child." – Geoff Barton, General Secretary of Association of School and College Leaders
"Expertly weaving academic research with observations from the classroom, Alex Quigley explains why word poverty matters – and sets out what can be done about it. Word knowledge, he argues, is critical for success in every subject and as such it is the responsibility of all teachers to become word conscious. Don’t grab a dictionary. Read this excellent book instead and discover an approach to vocabulary instruction that is rich, organised and cumulative ― and relevant for developing disciplinary knowledge across the entire curriculum." – Kate Nation, Professor of Experimental Psychology, University of Oxford, UK
"This book offers a great overview of the research on learning vocabulary, and practical advice on how to apply this research in the classroom." – Daisy Christodoulou, Research and Development Manager, ARK Schools, UK
"A key strength of this book is that it summarises research evidence for teachers, providing a primer on vocabulary, morphology, etymology, phonics, reading comprehension strategies and much more. In addition to being instructive, it provides flexible frameworks so teachers can develop materials, activities and assessments that will meet their needs, and those of their students. The book is essential reading for any teacher hoping to raise levels of vocabulary, reading and writing."– Dr Jessie Ricketts, TES
About the Author
Alex Quigley is an English teacher and Director of Huntington Research School, York, UK. He can be found on Twitter @HuntingEnglish and blogs at www.theconfidentteacher.com.
Customers who bought this item also bought
There was a problem filtering reviews right now. Please try again later.
What does and doesn’t work is explained,and there’s all the information you need to drive forward policy change or action research, in pleasingly readable and concise form for the time-poor teacher.With summaries of all the points made, word lists and very clear explanations of current research in this area, it’s an essential for every school, primary or secondary, in my opinion. Excellent.
If you’ve read books such as Lemov’s ‘Reading Reconsidered’ or Murphy and Murphy’s ‘What Every Secondary School Teacher Needs to Know About Reading’, then the first few chapters will be retreading old ground. However, Quigley’s writing is so casual, smooth and understandable, that this will not feel like a chore.
Where this book really shines is that there is an entire chapter dedicated to practical solutions for improving vocabulary. Too often these CPD books give you all the science and laud the benefits of a programme of improvement, but leave you scratching your head, wondering what you can do differently, but, ultimately, staring at a blank planning page. Not here, Quigley’s got you covered with a chapter of usable classroom ideas.
Which is good, because, as Quigley states in the final chapter, most improvements usually require a whole-school approach, which can’t be realised by the individual teacher. This unfortunately is true of too many of these CPD books and can leave the average teacher frustrated, scratching their head, wondering why they are improving their practice when the people at the top need to pull their finger out and read one of these books themselves, rather than bleat on that the rank and file teacher needs to desperately improve.
So if you want a book that adds some activities to your repertoire of teaching, get this book. Just be aware that for major vocabulary improvement, Quigley (and everyone else) knows there must be an institutional response, so don’t get too downhearted if you don’t see major improvements in your students’ vocabulary from your efforts alone.