Contemporary classroom vocabulary assessment for content areas

Katherine A. Dougherty Stahl, Marco A. Bravo

Research output: Contribution to journalArticlepeer-review


One of the challenges of teaching disciplinary vocabulary effectively is the paucity of available, classroom-friendly vocabulary assessments that can be used to gauge students vocabulary growth and to inform vocabulary instruction. This article describes the intricacies of word knowledge that make assessment difficult. Three continua (discrete-embedded, selective-comprehensive, and context-independent-context-dependent) are described and applied to evaluate commercial assessments and offered as needed considerations in the development of classroom-based vocabulary assessments in the content areas.

Original languageEnglish (US)
Pages (from-to)566-578
Number of pages13
JournalReading Teacher
Issue number7
StatePublished - Apr 2010


  • Article
  • Assessment
  • Childhood
  • Content literacy
  • Language learners
  • Oral language
  • Vocabulary

ASJC Scopus subject areas

  • Language and Linguistics
  • Pharmacology
  • Linguistics and Language
  • Pharmacology (medical)


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