The document is the second volume of a report providing descriptive data on the reading vocabulary of deaf children ages 8-17 years, which resulted from a study assessing the reading vocabulary knowledge of 13,207 deaf students. Volume 2, continuing the appendix begun in Volume 1, contains an alphabetical list of the 7,300 words used on the 73…

The crossword puzzles in this booklet were worked out as a type of language learning game and have been used as an exercise in vocabulary building, practicing prefixes, suffixes, and word forms. They may be used as class and individual exercises and also as a form of team competition. The puzzles (20) are arranged in the order of vocabulary…

Various games are described for enlarging childrens vocabulary.

Suggests lessons based on categorizing and several learning modalities to expand students' vocabulary. (MKM)

Reports the results of a study of six major reading series to learn which prefixes are taught and at what grade level. (BR)

Two stages in the vocabulary development of two-year-olds are reported. In the earlier Receptive stage, the child says many fewer nouns than he understands and says no verbs at all although he understands many. The child then enters a Productive stage in which he says virtually all the nouns he understands plus his first verbs. (Author/DEP)

Suggests ways to teach the diacritical markings used to indicate the pronunciation of words. (MKM)

A detailed explanation of the nature of semic analysis whose object is the breakdown of meaning into its constituent parts, principally meaning expressed by lexical units. There are numerous examples of words, word families and their histories. (Text is in French.) (AMH)

Examines preschool children's comprehension of the differing implications of the verbs "think" and "know". Results indicated that 4-year-olds, but not 3-year-olds, understood the differences between the terms. (JMB)

In response to a legitimate concern expressed by science teachers that some students in their classes have difficulty reading science materials, the literature relevant to this problem was explored and reading specialists were consulted. One outcome of this exploration was a list of specific suggestions and techniques designed to help improve…

Suggests ways of involving students in conversations as exercises in the use of vocabulary. (HOD)

Comparison of the fast mapping skills of language-impaired four- and five-year-olds (N=11) and nondisabled peers (N=11) revealed no differences in ability to infer a connection between a novel word and referent, to comprehend a novel word after a single exposure, and to recall nonlinguistic information associated with the referent. (Author/CB)

Language disabled (LD) and average (N=40) six- and eight-year-olds were evaluated on the ability to detect multiple word meanings in ambiguous sentences with and without picture clues and to identify appropriate word meaning by sentence context. LD students did not show average growth in these abilities over the two-year age span. (Author/DB)

Monolingual dictionaries have serious disadvantages in many language teaching situations; bilingual dictionaries are potentially more efficient and more motivating sources of information for language learners. (Author/CB)

Presents a brief theoretical statement on definition and then discusses a study of the development of definition in children aged 5 to 10. The development of definition is characterized as the gradual articulation of a conventional definitional form out of more general forms of ordinary oral discourse. (NCR)