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Using Purposefully Created Stories to Teach Academic Vocabulary
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Lee, Changnam; Roberts, Carly; Coffey, Debra – Intervention in School and Clinic, 2017
Students' knowledge of vocabulary affects their reading comprehension. Despite abundant research findings in vocabulary learning, practical instructional methods for use in schools are typically underdeveloped. This article proposes a research-based method for teaching the meanings of base academic vocabulary (i.e., Tier 2) words. The method…
Descriptors: Vocabulary Development, Teaching Methods, Story Telling, Semantics
Reading Big Words: Instructional Practices to Promote Multisyllabic Word Reading Fluency
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Toste, Jessica R.; Williams, Kelly J.; Capin, Philip – Intervention in School and Clinic, 2017
Poorly developed word recognition skills are the most pervasive and debilitating source of reading challenges for students with learning disabilities (LD). With a notable decrease in word reading instruction in the upper elementary grades, struggling readers receive fewer instructional opportunities to develop proficient word reading skills, yet…
Descriptors: Reading Fluency, Word Study Skills, Syllables, Teaching Methods
Integrated Processing: A Strategy for Working Out Unknown Words.
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Pemberton, Jane B. – Intervention in School and Clinic, 2003
This article details a strategy to help students work out unknown multi-syllabic words. The strategy encourages the student to apply phonics skills together with context skills when pronouncing an unknown word. The article includes suggestions for teaching the strategy, for providing daily practice in strategy use, and for adapting the strategy to…
Descriptors: Classroom Techniques, Context Clues, Decoding (Reading), Elementary Education