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ERIC Number: ED422561
Record Type: Non-Journal
Publication Date: 1998
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Reading and Vocabulary Development.
Ediger, Marlow
This paper suggests that vocabulary knowledge is closely related to the background knowledge required for reading a text. It suggests ways in which the reading teacher can select objectives for pupils to achieve in the area of vocabulary development, emphasizing what is relevant and functional. The paper makes the following recommendations: objectives in vocabulary development need to emphasize the importance of meaningful learning and should emphasize pupils experiencing the concept of providing for individual differences; each day the teacher should read aloud to pupils during story time; pupils can discuss ideas obtained from listening to the library book read or from personal readings pursued; the classroom should have one or more listening centers with cassette tapes related to an ongoing lesson or unit of study and one or more speaking centers where students may give oral book reports and interact with audiovisual materials to locate information for problem solving; ample emphasis should be placed upon pupils practicing writing, such as daily diary writing, developing a dictionary, and engaging in storytelling activities; there should also be many objects and items at an interest center, such as aquariums or terrariums, whereby pupils may discuss each; a quality spelling program should help pupils to become better readers, including stressing both inductive and deductive thinking; and pupils should learn to spell relevant words contained in computer packages, using writing activities. (CR)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A