To serve children with language impairments (LI), speech language pathologists and other educators need approaches supported by evidence (Hoffman et al., 2013). In evidence-based practice (EBP), educators integrate children's needs, strengths, interests, and preferences with research and expertise (American Speech-Language-Hearing Association,…

This article aims at sharing with the readers two ways of English vocabulary learning based upon a small-scale study conducted in Taiwan. The participants of this study were one hundred and three university students randomly chosen from universities in Taiwan. They received questionnaires and vocabulary teaching videos through e-mail or Facebook.…

Teachers can capitalize on the overwhelmingly visual nature of contemporary society for learning and teaching through integrating photography in their classroom instruction. In offering an alternative pathway for acquiring and expressing knowledge, photography has the potential to strengthen instruction across disciplines by drawing on multiple…

The authors offer a new perspective on close reading that uses a range of multimodal texts to capitalize on the visual nature of contemporary society and to support literacy within the academic disciplines. Specifically, a qualitative study explored teachers' perspectives on the use of Visual Thinking Strategies (VTS), a practice borrowed from…

The paper describes the keyword method for vocabulary instruction with learning disabled, mentally retarded, gifted, and typical students. The keyword method, a mnemonic technique using visual imagery, involves recoding, relating, and retrieving. Building fluency, using scientific word parts to understand complex words, and generalizing to…

Sixteen sixth and seventh grade students with language disorders were taught 20 vocabulary items by means of categorization and verbal rehearsal, with half of the students encouraged to use a visual imagery learning strategy. Results suggest that visual imagery may enhance verbal encoding strategies. (Author/DB)

Examined the roles of learning method, word frequency, and cognate status in the learning of 80 Italian words by 56 adult Dutch learners previously unfamiliar with Italian. Two learning methods were contrasted: word learning, where the Italian word was presented with its translation in Dutch, and picture learning, where it was presented with a…

Twenty-four beginning readers participated in a study of the effectiveness of cued learning. The study was carried out in two phases--a letter-learning phase and a word-learning phase. The children were taught one at a time by the same teacher over a four-year period. During the word-learning phase, one fourth of the children used a vowels-only…

Ways in which semantic mapping can be used for general vocabulary development, as a prewriting and prereading activity, as a postreading activity, and as a study skill strategy are presented in this teaching guide. The first two sections provide an introduction to semantic mapping, and outline the three most common uses of semantic mapping as an…