Extracts guidelines from research for incorporating vocabulary instruction into the everyday routines of the classroom. (EL)

The article reviews the development of action words in the language of young children, provides a rationale and basis for the choice of action forms to include in an early vocabulary, and suggests strategies for facilitating action-word development in language impaired and normal children. (DB)

Describes the characteristics of academic language (mature expository prose; the formal English of college textbooks). Discusses theoretical and practical issues involved in the procedures for selecting and teaching academic vocabulary, and suggests teaching ideas, techniques, and materials. (RL)

Demonstrates why analogy exercises are useful in developing both vocabulary and conceptualization. (JT)

Provides six propositions concerning the use of vocabulary in business writing. Suggests practical exercises for teaching these propositions to business students. (RL)

Most freshman composition textbooks are inadequate in giving information to students on how to interpret dictionaries: instead of presenting them as aids in exploring word usage, textbooks foster a naive trust in dictionaries as arbiters of all usage questions. Rather than treating words as discrete items to be mastered without knowledge of…

Argues that vocabulary is best taught by helping students experience the meaning of words. Offers research background and four teaching methods to use with intermediate grade students. (FL)

Reviews several "how to draw" books and notes how they can be used to develop specific reading skills. (FL)

Arguing that researchers in the last decade have helped to illuminate a direction for effective vocabulary development for students, this monograph reviews the recent research on vocabulary knowledge. After a discussion of the importance of vocabulary knowledge, the monograph examines the various factors in vocabulary acquisition identified by…

Proposes using the cloze procedure as an instructional technique as well as for testing. Offers cloze exercises designed to teach vocabulary, relationships, and personal involvement. (FL)

Describes an activity that provides students with opportunities to integrate learning locational skills with semantic and syntactic development. (FL)

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)

Presents a method and rationale for enhancing verbal learning in a typical reading-language arts lesson through personal and group generated images and associations. (FL)

Contains brief contributions from teachers dealing with the following topics: (1) skills needed to teach reading, (2) mastery learning, (3) language skill development, (4) book making, (5) the "walking/talking" rule, (6) oral reading activities. (FL)

Notes that teaching techniques used to "build" vocabulary are not based on the ways most people acquire vocabulary. Discusses the problems and possibilities of expanding students' language usage. (RL)