In free word association lists administered to children and adolescents 3 times at 1-year intervals, idiodynamic associative sets remained stable, though specific words did not. (MH)

Analyzes the compilation of the 220 words included in the Dolch Basic Sight Word List from studies done in the 1920's. Compares this list to the representatively selected 50,406 words in rank order from the Kucera-Nelson Computational Analysis of Present-Day American English (1967). (MB)

Reviews materials that teachers and students can use to help build knowledge of topics and word meanings that are essential to reading comprehension. (FL)

Describes a strategy used to teach health-related vocabulary that required students to understand and make value judgments about the words. (MKM)

Concludes that (1) conditions that precipitate vocabulary acquisition (appealing sound, "adultness," strong emotion, peer usage) are closely associated with both social affect and social environment and that (2) words are rarely learned as a result of traditional teaching methods. (FL)

Presents ideas for using students' names as springboards for vocabulary or reading instruction. (FL)

An approach is described which uses slides and corresponding flashcards for vocabulary development of deaf students in a medical technology program. Slides can display term only, definition only, or both. The method's use has increased student comprehension scores while decreasing learning time. (CL)

Discusses three approaches to thesaurus and indexing/retrieval language maintenance for combined databases: reindexing, merging, and initial standardization. Two thesauri for a combined database are evaluated in terms of their compatibility, and indexing practices are compared. Tables and figures help illustrate aspects of the comparison. (SW)

Discusses techniques for teaching meaning vocabulary and describes the advantages of one commercially produced vocabulary program. (DD)

Encourages the use of dramatization as a way of building vocabulary by showing the meanings of words in the context of experiences associated with them. (DD)

If we held words half as dear as did our linguistic forebears, our speech and writing would be sharpened and our minds opened to new and splendid vistas. (Editor)

Contends that links between phonological memory and receptive vocabulary should be interpreted cautiously. Explains modifications to nonword repetition task procedures. Argues that further work is necessary to determine if children's phonological memory, and not general phonological processing abilities, contributes to vocabulary acquisition. The…

Notes that literature full of rich, specific vocabulary is the best source for teaching good writing. Briefly lists mini lessons that focus on encouraging the use of interesting words. (SR)

Examines the information literacy debate, focusing on the term and its definition. Discusses the term's lack of clarity and confusion with other terms (library skills, library use, and bibliographic instruction), and considers the pros and cons of using an old term, a new term, or information literacy. Recommends using information literacy. (PEN)