A 90-item two-choice discrimination test was given to 26 institutionalized mentally retarded children. (Author)

A paper presented at annual convention of National Council of Teachers of English (59th, Washington, D.C., November 29, 1969). (Editor/RD)

Words, rather than their meanings are too often the product of science instruction. Deeper understandings can be achieved by (1) allowing students to generate terms meaningful to them, (2) doing more research into the relation between cognition and language in children, and (3) establishing a set of criteria for justifying the inclusion of…

English homophones are grouped in accordance with consistent patterns and suggested exercises are presented. "Homophone here designates "two or more words pronounced in an identical manner but different both in spelling and meaning. (Author/FWB)

A system of grids to organize related vocabulary words and their associations developed for teacher trainees is illustrated, and other possible uses of the categorizing system, by students, teachers, and translators, are discussed. (MSE)

Evidence supporting two roles of imitation in language acquisition was found in a single child's speech studied at ages 2.8 and 3.0. Imitation can serve to limit the language environment's complexity, and forms may appear in imitations before appearing in spontaneous speech. Use of "what?" is given as an example. (MSE)

Discusses using the distribution practice technique in teaching vocabulary. Emphasizes the importance of keeping the material meaningful to facilitate learning. Stresses the usefulness of teachers keeping themselves informed on new developments in the area of learning theory. (EKN)

Explains several techniques for improving students' vocabulary through increasing their interest in and sensitivity to language. (JL)

Presents an innovative approach to teaching vocabulary to high school students. (FL)

College students learned English vocabulary words using a keyword or no-strategy control technique. The keyword technique did not enhance recall of the actual vocabulary word when the definition was given unless the vocabulary word per se was integrated in memory before presentation of vocabulary word-definition pairings. (Author/RD)