What does it actually mean for a student to know a word?
In this episode, I sit down with Dr. Margaret McKeown, whose groundbreaking research has shaped how educators understand vocabulary instruction, reading comprehension, and deep word knowledge.
We move beyond vocabulary lists, definitions, and Friday quizzes to talk about what robust vocabulary instruction really looks like—and what it takes for students to understand words deeply enough to recognize, use, and apply them across contexts.
In This Episode, We Talk About:
What robust vocabulary instruction really means
Dr. McKeown explains why vocabulary instruction needs to go far beyond definitions and what helps students develop rich, flexible knowledge of words.
Choosing words worth teaching
We dig into how teachers can think beyond simply identifying Tier 2 words and make intentional decisions about which words deserve valuable instructional time.
Moving words into long-term memory
Why can students define a word on Friday and seemingly forget it a few weeks later? We talk about repeated encounters, active processing, and what students need to truly make new vocabulary their own.
Using read-alouds and conversation differently
We explore how read-alouds, classroom discussion, and Questioning the Author can create opportunities for students to think deeply about words, ideas, and meaning.
Rethinking what vocabulary instruction looks like
Dr. McKeown shares the practices that signal students are developing deep, transferable word knowledge—and some common approaches educators may need to leave behind.
Final Thought
Vocabulary isn't about how many words we can introduce.
It's about how deeply students come to understand them.
When students have opportunities to think about words, talk about them, encounter them repeatedly, and use them in meaningful ways, vocabulary becomes more than another part of the literacy block—it becomes a powerful tool for comprehension.
Want More?
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