|
VITA William E. Nagy September 2005
Employment 9/96
- present: Professor of Education, 11/78
- 8/96: Senior Scientist, Center for the Study of 1/78
- 5/78: Assistant Professor, German Department, 9/76 - 8/77: Research Assistant, Translations Department, American Bible Society 7/75
- 6/76: Assistant Professor, Institut für Sprachwissenschaft der Universität 9/74
- 5/75: Assistant Professor, Department of Anthropology, Education PhD
in Linguistics, Dissertation title: Figurative patterns and redundancy in the lexicon. BA in German, Scholastic Honors: Phi Beta Kappa, Phi Kappa Phi Interests My research and teaching have focused on language and literacy, from the perspectives of educational and cognitive psychology and applied linguistics. I have been especially interested in vocabulary acquisition and instruction, the role of vocabulary knowledge in first- and second-language reading, and the contributions of metalinguistic awareness to learning to read.
Publications Nagy, W. (1978). Some non-idiom
larger-than-word units in the lexicon. In D. Farkas,
W. Jacobson, & K. Todrys (Eds.), Papers from
the parasession on the lexicon . Hall, W. S. & Nagy, W. (1981). Cultural differences in communication. NYU Education Quarterly , 13 (1), 16-22. Nagy, W. & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly , 19 , 304-330. Hall, W. S., Nagy, W., & Linn, R. L. (1984). Spoken words: Effects
of situation and social group on oral word usage and frequency
. Nagy, W., Herman, P. A., & Anderson, R. C. (1985). Learning words from context. Reading Research Quarterly , 20 , 233-253. Nagy, W., & Herman, P. A. (1985). Incidental vs. instructional approaches to increasing reading vocabulary. Educational Perspectives , 23 , 16-21. Hall, W. S., & Nagy, W. (1986). Theoretical issues in the
investigation of words of internal report. In I. Gopnik
& M. Gopnik (Eds.), Studies in cognitive
sciences (pp. 26-65). Hall, W. S., & Nagy, W. (1987). The semantic-pragmatic distinction in the investigation of mental state words: The role of the situation. Discourse Processes , 10 , 169-180. Nagy, W., & Herman, P. A. (1987). Breadth and depth of vocabulary
knowledge: Implications for acquisition and instruction. In M. McKeown &
M. Curtis (Eds.), The nature of vocabulary acquisition (pp. 19-59). Herman, P. A., Anderson, R. C., Pearson, P. D., & Nagy, W. (1987). Incidental acquisition of word meanings from expositions with varied text features. Reading Research Quarterly , 22 , 263-284. Nagy, W., Anderson, R. C., & Herman, P. A. (1987). Learning word meanings from context during normal reading. American Educational Research Journal , 24 , 237-270. Hall, W. S., & Nagy, W. (1987). Continuities/discontinuities in the
function and use of language as related to situation and social class. In P. Homel, M. Palij & D.
Aaronson (Eds.), Childhood Bilingualism: Aspects of cognitive, social and
emotional development .
Tyler, A., & Nagy, W. (1987). Syntactic, semantic and distributional properties of suffixes: Differing orders of acquisition. Proceedings of the 1986 Eastern States Conference on Linguistics . Nagy, W. (1988). Teaching vocabulary to improve reading comprehension .
Nagy, W., Tyler, A., & Nagy, W. (1989). The acquisition of English derivational morphology. Journal of Memory and Language , 28 , 649-667. Nagy, W., & Scott, J. (1990). Word schemas: Expectations about the form and meaning of new words. Cognition and Instruction , 7 , 105-127. Tyler, A., & Nagy, W. (1990). Use of derivational morphology during reading. Cognition , 36 , 17-34. Nagy, W., & Gentner, D. (1990). Semantic constraints on lexical categories. Language and Cognitive Processes, 5 , 169-201. Anderson, R. C., & Nagy, W. (1991). Word meanings. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), The Handbook of Reading Research , Volume II, 690-724. Armbruster, B. A., & Nagy, W. (1992). Vocabulary in content area
lessons. The Anderson, R. C., & Nagy, W. (1992). The vocabulary conundrum. American Educator, 16 (4), 14-18, 44-47. Nagy, W., Diakidoy, Nagy, W., Winsor, P., Osborn, J., & O'Flahavan,
J. (1993). Structural analysis: Guidelines for instruction. In Lehr, F.,
& Osborn, J. (Eds.), Nagy, W., García, G. E., Durgunoglu, A., & Hancin-Bhatt, B. (1993). Spanish-English bilingual students' use of cognates in English reading. Journal of Reading Behavior, 25 , 241-259. Durgunoglu, A., Nagy, W., & Hancin-Bhatt, B. (1993). Cross language transfer of phonological awareness. Journal of Educational Psychology, 85, 453-465. García, G. E., & Nagy, W. (1993). Latino students' concept of
cognates. In D. Leu & C. Kinzer
Eds.), Examining central issues in literacy research, theory, and
practice (Forty-second Yearbook of The National Hancin-Bhatt, B., & Nagy, W. (1994). Lexical transfer and second-language morphological development. Applied Psycholinguistics, 15 , 289-310. Scott, J. A., & Nagy, W. E. (1994). Vocabulary development. In Purves, A. C., Papa, L., & Jordan, S. (Eds.), Encyclopedia
of English studies and language arts , Vol. 2 (pp. 1242-1244). Nagy, W., & Herman, P. (1996). Incidental vs. instructional approaches
to increasing reading vocabulary. In R. Robinson, M. McKenna, & J. Wedman (Eds .), Issues and trends in literacy education (pp.
257-266). Scott, J., & Nagy, W. (1997). Understanding the definitions of unfamiliar verbs. Reading Research Quarterly , 32 , 184-200. Nagy, W., McClure, E., & Mir, M. (1997) Linguistic transfer and the use of context by Spanish-English bilinguals. Applied Psycholinguistics, 18, 431-452. Nagy, W. (1997). On the role of context in first- and second-language
vocabulary learning. In N. Schmitt & M. McCarthy (Eds.), Vocabulary:
Description, Acquisition and Pedagogy . Nagy, W., & Anderson, R. C. (1999). Metalinguistic awareness and
literacy acquisition in different languages. In D. Wagner, Mori, Y., & Nagy, W. (1999). Integration of information from context and word elements in interpreting novel kanji compounds. Reading Research Quarterly , 34 (1), 80-101. Nagy, W., & Scott, J. (2000). Vocabulary Processes. In M. Kamil, P.
Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading
Research , Volume III (pp. 269-284). Nagy, W. (2001). Teaching vocabulary to improve reading comprehension. In Honig, B., & Diamond, L. (Eds.), CORE Reading
Research Anthology (pp. 129-135). Durgunoglu, A., Nagy, W., & Hancin-Bhatt, B. (2001). Cross-language
transfer of phonological awareness. In Honig, B.,
& Diamond, L. (Eds.), CORE Reading Research Anthology (pp.
46-50). Berninger, V., Abbott, R., Billingsley, F., & Nagy, W. (2001).
Processes underlying timing and fluency of reading: Efficiency, automaticity,
coordination, and morphological awareness (pp. 383-414). In M. Wolf (Ed.), Dyslexia,
Fluency, and the Brain. Nagy, W., Kuo-Kealoha, A., Wu, X., Li, W., Anderson, R. C., & Chen, X.
(2001). The role of morphological awareness in learning to read Chinese. In
W. Li, J. Gaffney, & J. Packard (Eds.), Chinese Children’s Reading
Acquisition: Theoretical and Pedagogical Issues (pp. 59-86). Li, W., Anderson, R. C., Nagy, W., & Zhang, H. (2001). Facets of
metalinguistic awareness that contribute to Chinese literacy. In W. Li, J.
Gaffney, & J. Packard (Eds.), Chinese Children’s Reading Acquisition:
Theoretical and Pedagogical Issues (pp. 87-106). Anderson, R. C., Gaffney, J. S., Wu, X., Wang, C. C., Li, Wenling, Shu, H., Nagy, W., & Ming, X. (2001).
Shared-book reading in Snow, C., Chair / RAND Reading Study Group (2002). Richards, T. L., Berninger, V. W., Aylward, E. H., Richards, A. L., Thomson, J. B., Nagy, W. E., Carlisle, J. F., Dager, S. R., & Abbott, R. D. (2002). Reproducibility of proton MR spectroscopic imaging (PEPSI): comparison of dyslexic and normal-reading children and effects of treatment on brain lactate levels during language tasks. American Journal of Neuroradiology, 23 (10), 1678-1685. Berninger, V., Nagy, W., Aylward, E., Richards, T., Berninger, V., Nagy, W., Field, K., Grimme, A., Richards, A., Thomson, J., & Cramer, S. (2003). Instructional treatment associated with changes in brain activation in children with dyslexia. Neurology, 61 , 212-219. Nagy, W., Berninger, V., Abbott, R., Vaughan, K., & Vermeulen, K. (2003). Relationship of morphology and other language skills to literacy skills in at-risk second grade readers and at-risk fourth grade writers . Journal of Educational Psychology , 95 , 730-742. Nagy,
W., & Scott, J. (2004). Vocabulary
Processes. In R. Ruddell. & N. Unrau, (Eds.), Theoretical
Models and Processes of Scott, J. A., & Nagy, W. (2004). Developing word consciousness. In J.
Baumann & E. Kame’enui (Eds.), Vocabulary instruction: Research to
practice (pp. 201-217). Nagy, W. (2005). Why vocabulary
instruction needs to be long-term and comprehensive. In E. Hiebert & M. Kamil (Eds.), Teaching and Learning Vocabulary: Bringing Research to Practice (pp.
27-44). Nagy,
W., & Scott, J. (in press). The
state of vocabulary research in the mid-1980’s. In K.
A. Dougherty Stahl and M. C. McKenna (Eds.) Seeking understanding in how to teach reading: Selected works by
Steven Stahl and a memorial Festschrift.
Nagy,
W. (in press). Metalinguistic
awareness and the vocabulary-comprehension connection. In R. K. Wagner, A. Muse, & K. Tannenbaum. (Eds.).
Vocabulary acquisition and its
implications for reading comprehension.
Stahl,
S. A., & Nagy, W. (in press). Teaching word meanings. Richards, T., Berninger, V., Nagy, W., Parsons, A.,
Field, K., & Richards, A. (in press).
Brain activation during language task contrasts in children with and
without dyslexia. Inferring mapping
processes and assessing response to spelling instruction. Neuropsychology
in Educational and Child Psychology, 22(2). Richards, T., Aylward, E., Berninger, V. Field, K., Grimme, A., Richards, A., & Nagy, W. (in press). Individual fMRI
activation in orthographic mapping and morpheme mapping after orthographic or
morphological spelling treatment in child dyslexics. Journal
of Neurolinguistics. Nagy, W., Berninger, V., & Abbott, R. (in
press). Contributions of morphology
beyond phonology to literacy outcomes of upper elementary and middle school
students. Journal of Educational Psychology.
Center for the Study of Reading Technical Reports
Hall, W. S., & Nagy, W. (1979). Theoretical issues in the investigation of words of internal report (No. 146). Hall, W. S., Linn, R. L., & Nagy, W. (1980). Spoken words (No. 177). Hall, W. S., Nagy, W. & Nottenburg, G. (1981). Situational variation in the use of internal state words (No. 212). Nagy, W. & Anderson, R. C. (1982) The number of words in printed school English (No. 253). Nagy, W., Herman, P. A., Anderson, R. C., & Pearson, P. D. (1984). Learning words from context (No. 319). Nagy, W., & Herman, P. A. (1984). Limitations of vocabulary instruction (No. 326). Nagy, W., Herman, P., & Anderson, R. C. (1985). Learning word meanings from context: How broadly generalizable? (No. 347). Tyler, A., & Nagy, W. (1985). The role of derivational morphology in sentence comprehension (No. 357). Herman, P., Anderson, R. C., Pearson, P. D., & Nagy, W. (1985). Incidental acquisition of word meanings from expositions that systematically vary text features (No. 364). Nagy, W., Anderson, R. C., & Herman, P. (1986). The influence of word and text properties on learning from context (No. 369). Tyler, A., & Nagy, W. (1987). The acquisition of English derivational morphology (No. 407) . Nagy, W., & Gentner, D. (1987). Semantic constraints on lexical categories (No. 413). Nagy, W. (1988). Vocabulary instruction and reading comprehension (No. 431). Nagy, W., Nagy, W., & Scott, J. (1989). Word schemas: What do people know about words they don't know? (No. 456). Anderson, R. C., & Nagy, W. (1989). Word meanings (No. 485). Scott, J. A., & Nagy, W. (1991). Understanding definitions (No. 528). Nagy, W., Diakidoy, Durgunoglu, A., Nagy, W., & Hancin, B. (1991). Cross-language transfer of phonemic awareness (No. 541). Nagy, W., Osborn, J., Winsor, P., & O'Flahavan, J. (1992). Guidelines for instruction in structural analysis (No. 554). Nagy, W., García, G. E., Durgunoglu, A., & Hancin-Bhatt, B. (1992). Cross-language transfer of lexical knowledge: Bilingual students' use of cognates (No. 558). Nagy, W., & Hancin-Bhatt, B. (1993). Bilingual students' developing understanding of morphologically complex cognates (No. 567). Anderson, R. C., & Nagy, W. (1993). The vocabulary conundrum (No. 570). Winsor, P., Nagy, W., Osborn, J., & O'Flahavan, J. (1993). Structural analysis: toward an evaluation of instruction (No. 581). Stallman, A., Pearson, P. D., Nagy, W., Anderson, R. C., & García, G. E. (1995). Alternative approaches to vocabulary assessment (No. 607). Nagy, W., McClure, E. F., & Mir., M. (1995). Linguistic transfer and the use of context by Spanish-English bilinguals (No. 616). Nagy, W., & Anderson, R. C. (1995). Metalinguistic awareness and literacy acquisition in different languages (No. 618). Kilian, A. S., Nagy, W., Pearson, P. D., Anderson, R. C., & García, G. E. (1995). Learning vocabulary from context: effects of focusing attention on individual words during reading (No. 619). Nagy, W. (1995). On the role of context in first- and second-language vocabulary learning (No. 627).
Presentations
Nagy, W., Herman, P., & Anderson, R. (1983). Learning words from
context. National Nagy, W., Herman, P., & Anderson, R. (1984). Grade and reading
ability effects on learning words from context. National Nagy, W., & Herman, P. (1984). The futility of most types of vocabulary instruction. American Educational Research Association. Nagy, W. (1985). Vocabulary instruction: Implications of the new
research. National Council of Teachers of English Annual Convention.
Invited presentation sponsored by ERIC Clearinghouse on Nagy, W., & Gentner, D. (1985). Meta-semantic knowledge and
learning words from context. National Nagy, W., Herman, P. & Anderson, R. (1985). The influence of word and text properties on learning words from context. American Educational Research Association. Nagy, W., & Tyler, A. (1986). How to deal with long words:
Ability-related differences in the acquisition of word-formation rules. National
Nagy, W., & Gentner, D. (1986). Semantic partitioning: What people
put into nouns and verbs. Linguistics at the Nagy, W. (1986). How well do readers have to know words before it does them any good? Center for the Study of Reading Seventh Annual Conference on Reading Research. Nagy, W., Schommer, M., Scott, J., Stallman, A., & Anderson, R. C.
(1987). Morphological relatedness and the frequency effect. National
Nagy, W., Scott, J., Schommer, M., & Anderson, R. C. (1987). Word
schemas: What do people know about words they don't know? National Nagy, W., & Scott, J. (1988). The role of syntax in a model of word learning ability. American Educational Research Association. Nagy, W., Diakidoy, Nagy, W., García, G. E., Durgunoglu, A., & Hancin, B. (1991). Spanish-speaking bilingual children's use of cognates in English reading . American Educational Research Association. Nagy, W. (1992). Vocabulary growth and reading comprehension
. First Annual Nagy, W. (1992). Helping students cope with new words
. Nagy, W., & García, G. E. (1992). The development of Latino
students' concept of cognates .
National Nagy, W., & McClure, E. (1994). Inferring word meanings from
context in a second language. National Stahl, S., Graves, M., Beck, Nagy, W. (1997). Discussant for symposium Depth of Knowledge of
Instructional and Content-Area Vocabulary . National Nagy, W. (1998 ). Vocabulary is acquired incrementally: Ramifications for explicit and incidental learning approaches . American Association of Applied Linguistics. Nagy, W. (1998). Discussant for symposium Multifaceted Vocabulary Knowledge in Second Language Learning: Assessment, Teaching, and Educational Importance . American Educational Research Association. Nagy, W. (1998) In search of word consciousness . Invited address, Washington Educational Research Association. Nagy, W. (1998). Increasing students’ reading vocabularies
. Invited address, 2 nd Annual Commissioner’s Reading Day Conference, Nagy, W. (1998) . Understanding the
correlation between vocabulary knowledge and reading comprehension: The roles
of volume of reading and metalinguistic awarene ss. Invited talk, Nagy, W. (1998). Expanding Children’s Oral, Sight, and Meaning
Vocabularies. Invited presentations, 1998 Summer Reading Institute,
Fife, Nagy, W. (1998). Vocabulary development: What do we know? Inservice
presentation, Nagy, W. (1999). The role of morphological awareness in learning to
read Chinese. Conference on Learning to Read Chinese, Nagy, W. (1999). Promoting vocabulary growth for all students. Inservice
presentation, Nagy, W. (2000). Promoting students’ vocabulary development. Inservice presentation to the Reading Leadership Team, Puget Sound Educational Service District. Nagy, W. (2000). The role of morphological awareness in learning to read Chinese. American Educational Research Association. Nagy, W. (2000). Promoting vocabulary growth for all students. Inservice
presentation, Nagy, W., Berninger, V, & Abbott, R. (2000). The relationship of
different aspects of morphological awareness and literacy-related abilities. National
Nagy. W. (2001). Discussion that fosters strategic reading of expository text . Washington Organization for Reading Development conference, Shoreline, WA. Nagy, W. (May, 2002). Putting vocabulary research into practice. Invited
address, Putting Reading Research Into Practice: A Research Symposium. Nagy, W. (August, 2003). A comprehensive approach for promoting
vocabulary growth .
South Caroline Reading Initiative. Nagy, W. (October, 2003). Complexities of the vocabulary/comprehension
relationship: A rationale for a multi-component approach to vocabulary
instruction. Invited address, Focus on Vocabulary Forum, Nagy, W. (February, 2004). Metalinguistic
awareness and the vocabulary-comprehension connection. Invited presentation, Conference on
Vocabulary and Nagy, W., Berninger, V., & Abbott, R. (April, 2004). Morphological
awareness and literacy in grades 4-9.
Annual meeting of the American Educational Research Association, Nagy, W. (September, 2004). Indirect
links between vocabulary and reading comprehension. British Psychological Society Developmental
Section Annual Conference, Nagy, W. (September, 2004). The
nature and sources of individual differences in word learning ability. Invited presentation at a symposium on
Developing Children’s Vocabulary in the Classroom, Oxford Brookes University,
England. Nagy, W. (July, 2005).
Morphological contributions to
literacy. International Dyslexia Association special conference on
Research to Practice: Advances in Editing and reviewing
Editor, Center for the Study of Reading Technical Report Series, 1982-1988
Membership on Editorial Advisory Boards: Journal of Reading Behavior , 1990 - 1995 Reading Research Quarterly , 1991-1995 Journal of Educational Psychology, 1998 – 2005 Scientific
Studies of
Since 1990, I have served as a guest reviewer for:
American Educational Research Journal Applied Linguistics Applied Psycholinguistics Cognition and Instruction Contemporary Educational Psychology Developmental Psychology Dictionaries Early Childhood Research Quarterly Elementary School Journal Journal of Educational Psychology Journal of Memory and Language Language Learning Monographs of the Society for Research in Child Development The National Science Foundation The Reading Research Quarterly Research in the Teaching of English Review of Educational Research Social Sciences
and Humanities Research Council of Spanish Applied Linguistics
|
||
|
|
||
|
|