||Tanya S. Wright is a former kindergarten teacher whose interests include instruction, teacher education and teacher professional development in the area of early language and literacy. Her research focuses on the teacher’s role in promoting oral language, vocabulary and background knowledge development for young children. Her recent work has addressed the current state of vocabulary instruction in kindergarten classrooms as well as supports for vocabulary instruction in commonly-used core curricular materials.|
Wright, T. S. (in press). From potential to reality: Content-rich vocabulary and informational text. The The Reading Teacher.
Wright, T. S., & Neuman, S. B. (2013). Vocabulary instruction in commonly-used kindergarten core reading curricula. The Elementary School Journal, 113, 386-408.
Wright, T. S. (2012). What Classroom observations reveal about oral vocabulary instruction in kindergarten. Reading Research Quarterly, 47, 353-355.
Neuman, S. B., & Wright, T. S. (2010). Promoting language and literacy development for early childhood educators: A mixed-methods study of coursework and coaching. The Elementary School Journal, 111, 63-86.
Wright, T. S., & Neuman, S. B. (2009). Purposeful, playful pre-K: Building on children’s natural proclivity to learn language, literacy, mathematics and science. American Educator, 33, 33-39.
Neuman, S. B. & Wright, T. S. (2013). All about words: Increasing vocabulary in the Common Core classroom, PreK-2. New York, NY: Teachers College Press.
Neuman, S. B., & Wright, T. S. (2007). A parent’s guide to reading with your young child. New York: Scholastic, Inc.
Neuman, S. B., Roskos, K., Wright, T. S., & Lenhart, L. (2007). Nurturing knowledge: Building a foundation for school success by linking early literacy to math, science, art and social studies. New York, Scholastic, Inc.
Neuman, S. B., & Wright, T. S. (in press). Best practices in oral vocabulary instruction. In Barone, D. & Mallette, M. (Eds.) Best Practices in Early Literacy Instruction.
Neuman, S. B., & Wright, T. S. (in press). The case for vocabulary instruction in the early years. In Stone, C. A., Silliman, E. R., Ehren, B. J, & Wallach, G. (Eds.) Handbook on Language and Literacy: Development and Disorders (2nd ed). New York, NY: Guilford Press.
Wright, T. S. (2012). The research-reality divide in early vocabulary instruction. In A. Pinkham, T. Kaefer, & S. B. Neuman (Eds.), Knowledge development in early childhood: Sources of learning and classroom implications (pp. 145-162). Baltimore, MD: Brookes.
Wright, T. S. (2010). Online logs: A tool to measure fidelity of implementation in large-scale interventions. In S. B. Neuman & M. L. Kamil (Eds.), Preparing teachers for the early childhood classroom: Proven models and key principles (pp. 207-220). Baltimore, MD: Brookes.
Wright, T. S., & Neuman, S. B. (2009). Preschool curriculum: What’s in it for children and teachers. Washington, D.C.: Albert Shanker Institute.
Neuman, S. B., Dwyer, J., Koh, S., & Wright, T. S. (2007). The World of Words (WOW) Vocabulary Curriculum.