The Word-Conscious Classroom : Building the Vocabulary Readers and Writers Need

Judith A. Scott is associate professor of education at UC Santa Cruz where she is also the Director of Doctoral Programs in the Education Department and chair of the Ph.D. specialization in language, literacy, and culture. She studies vocabulary acquisition, vocabulary instruction, and teacher education within the context of language, literacy, and culture. As a testament to her exemplary work with schools, Judith received the 2006 John Chorlton Manning Public School Service Award from the International Reading Association. Her current work, funded by the United States Department of Education National Center for Education Research, focuses on the development of vocabulary through writing and ways to promote word consciousness in classrooms, particularly with students traditionally underserved by schools. She has been a member of the executive committee of the Vocabulary Special Interest Group within the American Educational Research Association for several years, Co-Director of a University of California Office of the President professional development institute for instructional partners of English Language Learners, and she has numerous publication on vocabulary learning and instruction, including articles and chapters in Reading Research Quarterly, Elementary School Journal, and the Handbook of Reading Research (vol. 3).

Bonnie J. Skobel is an adjunct faculty associate at Simon Fraser University in British Columbia, Canada and a veteran classroom teacher-researcher.

Jan Wells is an experienced classroom teacher of thirty-five years, teacher educator, curriculum consultant, and co-author of seven professional books, including Better Books, Better Readers and Writing Anchors. She has taught in England, as well as in two Canadian provinces, Ontario and British Columbia. She has been both Faculty Associate and Sessional Instructor at Simon Fraser University as well as the elementary literacy consultant for both the Vancouver and Toronto school boards.

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