Flanigan, K., & Greenwood, S. C. (2007). Effective content vocabulary instruction in the middle: Matching students, purposes, words, and strategies. Journal of Adolescent and Adult Literacy, 51(3), 226-238.
I like the clarity of this article -- the way the authors lay out their main points in a way that is easy to absorb. They present a four-level framework for teaching content area vocabulary. The framework helps teachers categorize vocabulary words according to the nature of those words and their relationship to both instructional goals and student knowledge. Once words are categorized, appropriate instructional strategies can be chosen, and the authors provide concise tables of suggested strategies for each word "level." Then they provide an example of how a typical teacher might use the framework to build better vocabulary instruction.
The key ideas here are that all vocabulary words aren't created equal, that time spent on any word depends on instructional purposes, and that quality vocabulary instruction is better than teaching a large quantity of words.
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