Encourages the use of dramatization as a way of building vocabulary by showing the meanings of words in the context of experiences associated with them. (DD)

Examines the relationship between reading ability and spelling proficiency, assesses the predictability of English spelling, and suggests ways in which the teacher of reading can encourage spelling accuracy. (KS)

Provides questions that help students focus on the significant differences between words when studying synonyms. (MM)

Reviews the findings of research, reported in the ERIC system, on the value of the study of Latin for improving English vocabulary. (DD)

Considers the use of cartoons for vocabulary development. (HOD)

Outlines a procedure for building an understanding of vocabulary terms in content areas. (AEA)

Discusses teaching vocabulary when students do not know the words nor the concepts they represent. (SRT)

Examines the extent to which reading research supports the comprehension and vocabulary strategies recommended in content reading methods texts. Concludes that more of the research finds the strategies to be effective than finds them ineffective. (MM)

Suggests ways principals can work cooperatively with teachers to support independent reading as an important and integral part of the language arts program. (SR)

Contributors propose five ways for students to improve their reading: combining television newscasts and note taking, determining the main ideas of pictures, using multicultural materials, developing vocabulary through color word contests, and finishing reading what a teacher has started. Also discussed is informal research indicating that…

Addresses three questions: (1) What is involved in understanding a word or concept? (2) How do we presently measure word knowledge? (3) What are some alternative formats which teachers could utilize with their students? Suggests techniques such as paired word questions, categorizing, analogies, and sentence writing as ways to evaluate vocabulary…

Describes vocabulary lesson sequences that were used to teach sixth, seventh, and eighth grade remedial readers economics vocabulary from the newspaper. (HOD)

Offers teaching techniques and strategies for assisting remedial readers with word meanings and categorizing, junior high school students with vocabulary development, and middle grade students with letter writing. (HOD)

Offers suggestions for successful instruction in precis writing--a paraphrase or abstract that condenses an original composition but retains its information, essence, and point of view. Observes that this is a strategy that develops vocabulary, promotes critical reading and comprehension, and improves learning in general. (HOD)

Offers six teaching activities suggested by teachers: addressing vocabulary development; punctuation awareness; building background knowledge for English literature; a system for notetaking; a month-long unit on African folktales; and an Alzheimer patient's response to children's literature. (SR)