Suggests categorization of words as an alternative to traditional word study. (MKM)

The development and selection of meaningful activities associated with literature must take into account the nature of the work, the maturity of the children and the manner in which the story is presented. Activities for literary appreciation must send the child back into the work for reconsideration. (HOD)

Compares the many-perspectives account of lexical acquisition--which proposes that children learn to take alternative perspectives along with the words they acquire--to the one-perspective account--which proposes that children are at first able to use only one term to talk about an object or event. Provides evidence from a variety of sources that…

Describes using Think-Pair-Share (a three-step cooperative learning activity) to complement the sentence-generation phase of the Possible Sentences Activity, a highly recommended prereading vocabulary strategy. (SR)

Draws attention to psycholinguistic hypotheses connected with the mental lexicon and the implications for those actively working with the teaching of vocabulary. (Author/VWL)

Reviews empirical research on vocabulary learning strategies in a second/foreign language. A tetrahedral model of person, task, context, and strategies is first proposed to foreground the review. Next, empirical research along task, person, and contextual dimensions is reviewed. Specifically, the review focuses on task-dependent guessing…

Twenty-four caregivers and their 2- to 4-year-old children took part in a storybook reading task in which caregivers taught children novel labels for familiar objects. Findings indicate parental speech could provide a rich source of information to children in learning how different lexical categories are expressed in their native language.…

Argues that the question of whether bilinguals initially have one or two phonetic systems is out of place, because before the child develops a fairly substantial vocabulary of about 100 words, there is no system at all. This is supported by analyses of early word patterns drawn from three bilingual children. (Author/VWL)

When encountering a word for the first time, information about it is connected to information from the context. There are four levels of word knowledge: never having seen it before; having heard of it but not knowing what it means; recognizing it in context; and knowing it. A full and flexible knowledge of a word involves understanding the core…

Addresses a long-standing assumption that presenting new second language (L2) vocabulary in semantically grouped sets is an effective method of teaching. Discusses findings in terms of theoretical models of second language lexical representation and development, as well as in more practical terms of L2 curriculum design and vocabulary instruction.…

Examines effective ways of building vocabulary among learners of English as a Second Language. Discusses using word cards, studying word parts, and using a dictionary and highlights the keyword approach. (Author/VWL)

Advocates the use of interactive vocabulary activities into English-as-a-Foreign-Language (EFL) reading classes. Discusses ways to help students understand the complexities of language learning. (Author/VWL)

Proposes three dimensions of lexical competence: partial to precise knowledge; depth of knowledge; and receptive to productive use ability. The relationship between the two knowledge dimensions and the acquisition of word meaning is considered, with emphasis on the complexity of the semantization process and on the need for redefining lexical…

This article suggests using drama activities to teach target vocabulary words to students with limited vocabulary development. It presents specific drama activities to implement when introducing new vocabulary, conducting guided practice, facilitating cooperative learning groups, and assigning independent practice. Suggestions are also offered for…

Determines the effect of computer-assisted instruction on first grade students' vocabulary development. Notes that students in two groups were involved in DEAR (Drop Everything And Read) as a part of their instruction in a balanced literacy program. Shows a significant difference for both groups on pre and posttests, however the mean difference…