Offers exercises to assist poor readers as well as good readers in using the dictionary. (DD)

Describes a word analysis procedure for college developmental readers in which an unfamiliar word is written on the board, suffixes and prefixes marked off, and familiar related words offered as clues. Notes that students must use a similar procedure throughout the term in identifying how they analyzed unknown words. (RS)

Provides questions that help students focus on the significant differences between words when studying synonyms. (MM)

Describes a model that distinguishes seven types of meaning that can function in reading: discoursal, lexical, morphological, propositional, syntactic, rhetorical, and functional. (MKM)

Suggests using a compare/contrast strategy to teach students to read polysyllabic words. (MKM)

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

Describes a study of the relationship between performance on word problems and general reading ability, certain problem-solving reading and thinking skills, and computation skills. (DD)

Describes a teaching strategy that can develop the student's cognitive ability for learning the labels for new thoughts, ideas, and concepts and a teaching strategy that promotes the learning more through modeling the teacher's interest in words. (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)

Describes a reading technique for college writing and a method of teaching word structue. (HOD)

Describes a technique called "vowel-sound-stick" which uses students' limited abilities in phonics, with an emphasis placed on syllabication in order to give the remedial reader a simple method of word attack. (RS)

Discusses what is meant by meaningful learning, the conditions necessary for meaningful learning to occur, the importance of vocabulary instruction to comprehension, and how to insure that vocabulary instruction is meaningful. (HOD)

Discusses three principles that characterize effective vocabulary instruction (contextual and definitional information, active processing, and multiple exposures) and describes how these principles can be used to modify and improve existing methods of teaching word meanings. (HOD)