Describes an instruction approach for teaching external clues that context clue instruction occurs over many years at all grade levels and asserts that this can used for learning vocabulary. Defines external context clues as syntactic and semantic elements within and among sentences. (SRT)

Explains how antonymy (opposition) can offer another approach to vocabulary development in a classroom situation. (HOD)

Describes VOCAB-LIT, a technique for helping students understand literary elements through vocabulary study. Finds that the VOCAB-LIT technique is an effective strategy for integrating vocabulary study and literature study. (RS)

Describes 10 categories of inferences and proposes a three-step procedure for teaching students to make inferences while reading. (HOD)

Describes five strategies that foster independent learning of content area vocabulary. (MKM)

Describes six strategies for teaching vocabulary: exclusion brainstorming, knowledge rating, connect two, semantic feature analysis and semantic gradients, concept ladder, and predict-o-gram. (HOD)

Presents two strategies (inverse cloze and building content vocabulary) designed to develop middle school students' language competency, thereby allowing them to forge the necessary connections between and among the variety of concepts contained in content material. (RS)

Proposes four guidelines to help educators evaluate vocabulary instruction: (1) instruction should help students relate new vocabulary to their background knowledge, (2) instruction should help students develop elaborated word knowledge, (3) instruction should provide for active student involvement, and (4) instruction should develop students'…

Specifies some of the different word learning tasks students face, describes different levels of word knowledge, notes three types of costs involved in instruction, and discusses the costs and benefits of some specific methods of vocabulary instruction. (HOD)

Explains semantic feature analysis, a technique that helps students learn a new vocabulary by seeing how words are alike and how they are different. (HOD)

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

Describes the Vocabulary Self-Collection Strategy, a strategy that differs from traditional instruction through its use of student generated word lists and its emphasis on students' personal experience and world knowledge. (HOD)

Argues that new vocabulary words should be presented in concept clusters and related to prior knowledge to facilitate organization in memory. Presents a sample lesson for science vocabulary. (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)