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| Vocabulary Development | 3 |
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| Intermediate Grades | 2 |
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| Grade 4 | 1 |
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| Reading Psychology | 3 |
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Peer reviewedStahl, Steven A.; And Others – Reading Psychology, 1992
Compares effects of teaching words in either semantic random groupings. Finds that the treatment had very strong effects, but student performance was not affected by whether the words were grouped in categories. Suggests that, given rich and elaborate instruction, semantic grouping is not necessary. (RS)
Descriptors: Grade 4, Instructional Effectiveness, Intermediate Grades, Reading Research
Peer reviewedSearls, Evelyn F.; and Klesius, Janell P. – Reading Psychology, 1984
Describes the development of a 99-word multiple meaning word list and offers activities designed to develop children's knowledge of multiple meaning words. (FL)
Descriptors: Basal Reading, Child Language, Primary Education, Reading Instruction
Peer reviewedTempleton, Shane – Reading Psychology, 1989
Examines a unified spelling and vocabulary instruction program for upper-elementary and middle-school students based on research investigating tacit and explicit knowledge of derivational morphology patterns and the orthographic expression of these patterns in semantically related words. Presents implications for and describes a systematic,…
Descriptors: Graphemes, Intermediate Grades, Morphology (Languages), Orthographic Symbols
