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Direct linkUkrainetz, Teresa A., Ed. – PRO-ED, Inc., 2015
"School-Age Language Intervention: Evidence-based Practices" explains how to teach the language and literacy skills, strategies, and underlying processes needed for educational success. This book brings together an array of experts to provide the latest practical and evidence-based guidance to school speech-language pathologists.…
Descriptors: Speech Language Pathology, Allied Health Personnel, Language Acquisition, Intervention
Peer reviewedYahnke, Robert E. – Exercise Exchange, 1982
Describes a word game that is designed to provide students with a challenging way of combining a basic core of Greek and Latin word parts and manipulating them so that assimilation of the prefix often occurs in completed words. (FL)
Descriptors: Educational Games, Higher Education, Language Skills, Learning Activities
Peer reviewedMateja, John – Reading Teacher, 1982
Describes an activity, based on cloze procedure techniques, that can increase children's language abilities while improving their knowledge of vocabulary and music. (FL)
Descriptors: Cloze Procedure, Elementary Education, Integrated Activities, Language Skills
Peer reviewedSpeck, Bruce W. – Exercise Exchange, 1983
Presents a method for impressing upon students the need for more precision in language usage. (FL)
Descriptors: English, English Instruction, Higher Education, Integrated Activities
Peer reviewedChardkoff, Joan Corb – Foreign Language Annals, 1981
Describes a method of using index cards to teach both vocabulary and grammar. The cards have a question on one side and an answer on the other, providing the student with immediate reinforcement. Such a method provides an inexpensive alternative to computer assisted instruction. Sample exercises and index cards are given. (PJM)
Descriptors: Autoinstructional Aids, Grammar, Language Skills, Reinforcement
Peer reviewedYao, Tao-chung – Journal of the Chinese Language Teachers Association, 1980
Presents some classroom games that can be used for review purposes in helping students to memorize vocabulary items. The games are divided into two major categories, one which is intended for help in reviewing characters, and one which is intended to help in reviewing vocabulary and pronunciation. Each game is described. (PJM)
Descriptors: Chinese, Class Activities, Games, Language Skills
Paul, Peter V. – Academic Therapy, 1989
The need for direct, systematic vocabulary instruction in improving language comprehension abilities of hearing-impaired and learning-disabled students is discussed. Vocabulary instruction should be knowledge-based and should be combined with extensive reading opportunities. Sample instructional techniques, such as word maps, semantic feature…
Descriptors: Elementary Secondary Education, Hearing Impairments, Language Skills, Learning Disabilities
Peer reviewedNuessel, Frank – Hispania, 1994
Practical strategies for eliciting vocabulary without translation in a Spanish class are discussed, and examples are given of a cross-skills approach that requires students to use different linguistic abilities to generate appropriate lexical responses. Figures showing how to construct these exercises are included. (Contains 14 references.)…
Descriptors: Class Activities, Games, Language Skills, Problem Solving
Hyde, Hartley – Australian Journal of Reading, 1983
Reports that crossword puzzles have proven to be a rewarding teaching instrument in a variety of subjects, then describes computer software that can aid in the construction of accurate, attractive puzzles within practical time constraints. (FL)
Descriptors: Computer Assisted Instruction, Computer Programs, Educational Games, Elementary Secondary Education
Peer reviewedScherr, Barry P.; Robinson, Lawrence W. – Russian Language Journal, 1980
Describes methods for creating a database for computer-assisted teaching of Russian by outlining an approach to one general problem, that of entering vocabulary. It is done in such a way that the same entry is available for a wide range of grammar drills. The program's key feature is its flexibility. (PJM)
Descriptors: Computer Assisted Instruction, Drills (Practice), Grammar, Language Skills
Peer reviewedGilmore, Susan E.; Norris, Glenn L. – Language, Speech, and Hearing Services in Schools, 1994
Suggestions are offered to speech-language pathologists on how to use field trips to enhance vocabulary skills and provide a setting for meaningful communicative interaction for students with language handicaps. (Author/DB)
Descriptors: Communication Skills, Elementary Secondary Education, Experiential Learning, Field Trips
Download full textHarper, Jane; Lively, Madeleine – 1988
Five units of instruction for teaching vocabulary and higher order thinking skills in foreign language classes are presented. Introductory material considers the differences between language fluency and communication, and lists higher order thinking skills as: (1) classifying, verifying, hypothesizing; (2) making associations and generalizing; (3)…
Descriptors: Class Activities, College Second Language Programs, Language Skills, Second Language Instruction
Peer reviewedFroese, Victor – Reading Horizons, 1983
Presents a system for differentiating skills and teaching objectives in a way that makes the underlying common components of the language arts more readily identifiable. (FL)
Descriptors: Elementary Education, Language Arts, Language Skills, Learning Activities
McComish, Johanne – Guidelines: A Periodical for Classroom Language Teachers, 1990
The "Word-Spider" approach to vocabulary development can be applied in all curriculum areas for both native and nonnative English speakers. It focuses systematically on seven important areas of word knowledge (sound, family, friends, patterns, situations, ideas, definition). Providing both repetition and a range of experience with a word, it can…
Descriptors: Classroom Techniques, English (Second Language), Foreign Countries, Intellectual Disciplines
Dixon, Carol; Nessel, Denise – 1983
The Language Experience Approach (LEA) to teaching reading in English as a second language is described. LEA uses the student's own experiences, vocabulary, and language patterns to create texts for reading instruction. Three stages are defined for assessing learners' levels of language use. The LEA instructional procedures are designed to be…
Descriptors: English (Second Language), Language Experience Approach, Language Skills, Reading Instruction
