Examined the rate at which vocabulary was learned from reading the 400 headword graded reader "A Little Princess." To ascertain whether words of different frequency of occurrence were more likely to be learned and retained or forgotten, 25 words within five bands of differing frequency of occurrence were selected. Results show words can be learned…

Considers that the comparison between children's success in learning new names in the Harry Potter books versus the relative failure of adults to learn new names connected to the September 11th attacks provides a real-world situation from which principles can be deduced to help educators succeed in teaching vocabulary lessons. Offers classroom…

Describes how Reading Recovery addresses one part of Michigan's plan--the five essential components of reading--and helps more than 700 Michigan schools address the state's literacy initiatives. Discusses the five essential components of reading: phonemic awareness; phonics; vocabulary development; fluency; and comprehension. (SG)

Compares the spelling development of two novel English phonemes among 35 Cantonese-speaking primary level children learning English as a second language (ESL) and 37 English-speaking (L1) children. Notes that performance of ESL children was very close to that of L1 children by end of grade 2. Suggests an interactive relationship between a general…

Catalogs new compound nouns in a recent German publication and suggests possibilities for using them as a springboard for vocabulary development in class. (VWL)

Examined whether beginning second language (L2) learners who focus on Spanish derivational morphology learn more vocabulary than learners who do not, if they can apply morphological knowledge respectively and productively, and if their success depends on their L2 proficiency. (Author/VWL)

Considers how with no training in how to teach vocabulary skills, many teachers transfer to their classroom the same techniques that they see test makers using. Offers a chart to encourage thinking about the ways that standardized testing techniques differ from good teaching and learning practices. Argues that educators should provide students…

This paper discusses deaf readers' acquisition of word meanings from context. It describes what is involved in deriving word meanings from context; identifies issues relevant for deaf learners; isolates factors that make an impact on the learning-from-context process (task factors, reader factors, text factors, and word features), and identifies…

Analysis of second-language exercises intended to expand context-inference skills in reading indicated that most of the exercises offered little help in developing the skill and only partial understanding of word meaning. (Author/CB)

Discusses the importance of vocabulary development in literacy programs. Uses six criteria to describe the ideal vocabulary development resource with the awareness that most commercially available resources will need to be supplemented by the teacher. Reviews five instructional resources available for the intermediate and middle school grades. (MG)

Describes a dictionary game, adapted from the game "Balderdash," which builds skills in vocabulary and dictionary use, creative writing, and impromptu speaking, and simultaneously develops the ability to evaluate definitions critically. (MM)

Examines a recently (1985) compiled list of the 3,000 most commonly used Chinese characters, drawn from a sample of 11 million characters, and discusses the list's potential use as the basis for textbooks and vocabulary study programs, and as a database for computer assisted instruction. (CB)

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

Argues that instruction in etymology, although presently neglected in second language instruction, could offer meaningful linguistic information and principles to the intermediate and advanced second language learner. Practical illustrations of how etymology was integrated into a second language program in Hong Kong are presented. (Author/CB)

Discusses the relationship between vocabulary and reading comprehension. Cites recent research supporting the utility of both direct and indirect vocabulary instruction. (MM)