Episode 250In this episode, we’re joined by Margaret McKeown, a leading researcher in vocabulary and language development, to explore what effective vocabulary instruction really looks like in practice.Margaret helps us unpack common misconceptions about vocabulary teaching, including the pressure to ensure students “master” every word and the belief that vocabulary instruction must always be formal and pre-planned. She explains the power of informal instruction words “running through the classroom” and why repeated exposure over time supports deep word learning.We also dive into:What learning words in context actually means (and what it doesn’t)How to think about vocabulary tiers without treating them like a rulebookWhen vocabulary should be taught (before, during, or after reading)The connection between vocabulary knowledge and comprehensionBetter ways to assess vocabulary beyond traditional testsMargaret reminds us that vocabulary learning is more like climbing a ladder than crossing a finish line. Not every word requires deep instruction, but thoughtful, strategic choices can make a meaningful impact on comprehension.If vocabulary instruction has ever felt overwhelming, this conversation offers clarity, reassurance, and practical insight for making it manageable and effective.If you’re enjoying Melissa & Lori Love Literacy, bring us to your school or event.We offer keynotes, presentations, and live podcast-style sessions focused on practical, science of reading–aligned strategies aligned to our podcast and book, The Literacy 50. Email [email protected] to learn more.Get free resources and updates at literacypodcast.com.