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ERIC Number: ED185523
Record Type: RIE
Publication Date: 1980-Feb
Pages: 7
Abstractor: N/A
Reference Count: 0
How to Reduce Vocabulary Interference in the Content Areas.
Kossack, Sharon; And Others
Content area teachers should be aware of the five levels of vocabulary with which their students must cope. The five levels include standard words at the least complex level, transitional terms that have different meanings in the content area than in standard usage, technical terms specific to the subject area, changeable terms (similar to transitional terms) whose meanings change even within the content area, and phrases appearing in adjective-noun structures yet conveying meaning only as a unit. These five types of vocabulary can be taught at three instructional levels: the specific level of rote memory, the functional level that involves paraphrasing, and the conceptual level that introduces categories and analogies. Research has shown that teachers using only exercises at the specific level will inhibit vocabulary development beyond simple rote memory; so teachers need to vary instruction with specific, functional, and conceptual learning tasks in order to stimulate meaningful student vocabulary development. Teachers can also apply the levels of vocabulary and the criteria for vocabulary instruction as taxonomies for studying the readability of materials and for preparing, evaluating, and discussing instructional materials and objectives. (RL)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Southeastern Regional Conference of the International Reading Association (5th, Nashville, TN, February 6-9, 1980).