Background: The conclusion that children with autism spectrum disorders (ASD) do not use eye gaze in the service of word learning is based on one-trial studies. Aims: To determine whether children with ASD come to use gaze in the service of word learning when given multiple trials with highly reliable eye-gaze cues. Methods & Procedures:…

It is common to see word walls displaying the vocabulary that students have learned in class. Word walls serve as visual scaffolds and are a classroom strategy used to reinforce reading and language arts instruction. Research shows a strong relationship between student word knowledge and academic achievement (Stahl and Fairbanks 1986). As a…

This study focused on the potential for building 25 high-school students' word knowledge by using a mobile learning device and gaming app. Using a game as an instructional tool is a portable way for students to engage with content. The amount of vocabulary mastered after using the app on the mobile device was examined in relation to a pre-test and…

The authors offer specific classroom practices that help K-9 students compare and evaluate print and online sources, develop vocabulary, build study and test-taking skills, and become motivated readers. The second edition reflects new research on informational literacy and academic and content-specific vocabulary development, and also discusses…

Students in Deanna L. Nelson's high school classroom study vocabulary gradually over a period of time. Students begin by collecting words from readings and listing them on a designated whiteboard. They prepare practice quizzes to exchange with peers and engage in frequent vocabulary discussions that emphasize recognition of context clues and other…

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

Describes six ways to adapt textbooks for studying purposes: chapter outlines, adapting chapter questions, adapting vocabulary, lowering reading levels, taping textbooks, and color coding textbooks. (HOD)

Explores the development of 280 students across 7 grades in spelling and word knowledge as well as their pattern of use of lower- to higher-order strategies in their attempts to spell words, write derivations, and display syntactic knowledge. Older students gradually make less use of lower-order strategies in spelling, writing derivations, and in…

Arguing that most basal reading programs lack appropriate instructional strategies for teaching irregular words, this paper summarizes a teaching strategy for introducing new irregular words to children and discusses learning activities to ensure students will have an instant recognition of these words. The paper suggests presenting three to six…

Describes semantic mapping, an effective strategy for vocabulary instruction that involves the categorical structuring of information in graphic form and requires students to relate new words to their own experience and prior knowledge. (HOD)

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)

This book presents 12 strategies (focusing on one strategy a week) for students to increase vocabulary and boost communication skills, suggesting that these techniques can easily double the average person's vocabulary. After an introduction, the book presents the following 12 techniques: (1) "Expand on What You Know: Synonyms, Antonyms, and…

This second edition presents 12 strategies (focusing on one strategy a week) for students to increase vocabulary and boost communication skills, suggesting that these techniques can easily double the average person's vocabulary. After an introduction, the book presents the following 12 techniques: (1) Expand on What You Know: Synonyms, Antonyms,…

This study conducted in a midwestern city, addressed problems experienced by learning disabled (LD) students in recalling specialized science and social studies vocabulary. This apparent problem was confirmed by a teacher questionnaire and analyses of types and frequency of test errors on recent exams. Students appeared unfamiliar with memory…

Appropriate for any elementary, middle school, or high school teacher who uses reading as part of content instruction, this book describes Project CRISS (Content Reading Including Study Systems), developed in Kalispell, Montana, at School District No. 5, which focuses on teaching students how to learn through reading, with studying, and writing…