This unique book emphasizes the importance of supporting students' academic development with targeted vocabulary instruction that includes a wide range of language forms and words. The authors provide sound theory and practical techniques to help teachers bridge the achievement gap by strengthening vocabulary, deepening literacy skills, and…

This book provides tools to enhance upper-level spelling and vocabulary instruction, and features more than 120 reproducible sorting activities and games. It offers suggestions for helping students build mastery of vowel patterns, syllable structure, syllable stress, consonant and vowel alternations, compound words, prefixes, suffixes, and word…

This article focuses on the development of vocabulary among English language learners. The author first defines what a "word" means, then discusses five aspects of vocabulary knowledge. Drawing on Swain (1993), the author identifies three main goals of vocabulary learning. The rest of the article is devoted to the description of six…

Fluent and nonfluent types of aphasia in adults and children are noted. The value of assessing psycholinguistic differences (e.g., syntactic skills and ability to produce connected discourse) is examined. Treatment implications for enhancing residual linguistic skills are addressed. (CL)

Describes a method of teaching German adjective endings and adjectival nouns which simplifies the traditional "strong,""weak," and "mixed" endings approach. (EKN)

Discusses the "nur/erst" translation problem and offers several strategies for determining which one should be used for the English "only." (EKN)

Discusses the appropriateness of using cloze technique exercises for teaching a highly inflected language, such as Latin. Describes a cloze program for early second-year Latin students. (EKN)

Gives an elementary description of German syntax which is coherent and provides students with finite, countable categories: (1) the predicate, (2) its nominal complements, and (3) modifiers. Analyzes each category and gives examples with teaching suggestions. (EKN)

A source-based approach to teaching vocabulary means starting with basic concepts that have been in human languages since their beginnings and then working with lexical and metaphorical extensions of these basic words. The purpose is not so much to teach children history, as it is to find groups of words. When words are taught in related groups,…

Describes a writing assignment in which a teacher asked students to prepare a one-page autobiography written in E-Prime, a form of English deleting all forms of the verb "to be." Presents student comments that suggest that the assignment was highly beneficial. (HB)

Examines the reading and writing processes and their interdependence and urges the language arts instructor to be an audience for children's writing and to help them become aware that what they read is someone else's writing. (HTH)

Considers that the comparison between children's success in learning new names in the Harry Potter books versus the relative failure of adults to learn new names connected to the September 11th attacks provides a real-world situation from which principles can be deduced to help educators succeed in teaching vocabulary lessons. Offers classroom…

In a corpus of the most frequent French words, phonetic rules relating the end of a noun to gender are simplified, and morphological rules governing the gender of suffixed nouns are illustrated. The stratified presentation is offered to teachers for classroom use. (Author/MSE)

Picture books provide effective models for student writing. For purposes of organization and writing lessons, the models found in picture books may be divided into three groups: (1) language patterns; (2) story structures; and (3) literary elements. Language patterns include repetitive sentence patterns, verse forms, word patterns, and cultural…