Two methods for capturing the letter naming skills of kindergarteners were compared in power to predict Gates-McGinitie vocabulary and comprehension one year later. Both methods turned out essentially the same correlation coefficients. (Author)

The author reviews a selection of books that can be used to enrich a child's language in order to influence his acquisition of reading and writing skills. (CD)

Fourth-grade students learned a list of relatively complex English vocabulary words in two experiments. In both experiments, a keyword contextual method proved effective for enhancing children's acquisition of new vocabulary words. (Author/BW)

Written language development of learning disabled (LD) and non-LD students at four age levels (9 through 15) was examined on measures of syntax and vocabulary. Seemingly conflicting evidence on syntactic development may have reflected the nature of the measure used. LD students' writing showed a smaller variety of word types. (CL)

Demonstrates that intensive direct instruction followed by practice can help slower students learn sight vocabulary. (FL)

A study examined whether a single subject methodology that provided for alternate exposure to contexts and definitions would provide results similar to an earlier study in which one group studied contexts while a second group studied definitions. (HOD)

Reports on a productive approach to secondary-school spelling instruction--one that emphasizes how and when to use the dictionary. Describes two of the many class activities that cultivate student use of the dictionary. (RL)

Describes a word game that is designed to provide students with a challenging way of combining a basic core of Greek and Latin word parts and manipulating them so that assimilation of the prefix often occurs in completed words. (FL)

Offers a teaching technique that modifies the cloze procedure into letter-cloze independent activities designed to aid children in learning difficult sight words. (FL)

Describes a language teaching technique which uses analogies like those found on the Miller Analogies Test. To solve an analogy, a student must understand each word, but more importantly the relationships between the words. Different analogies are listed with suggestions for class presentation. (Author/BK)

Reviews the distinction between phonic generalizations and letter-sound correspondences and the research examining their usefulness. Discusses implications from that research regarding the teaching of letter-to-sound relationships to secondary school students. (FL)

Reports that an approach in which college students enacted skits developed around vocabulary words proved more effective than a traditional approach to teaching vocabulary. (MKM)

A response to the criticism directed to Yap's causal analysis in the preceding article, "On the Determination of Causal Ordering between Vocabulary and Comprehension." (HOD)