Discusses the contradictions found in recommendations for direction instruction or informal math language development, and some suggestions for practical resolution of disagreements, to enable school reading specialists to provide both background and practical help to classroom instructors teaching math. (HTH)

Reviews evidence supporting the Contrastive Hypothesis, revealing little support for the hypothesis that young children automatically assume that every two words in their lexicons contrast. Theoretical problems with the positions that children assign words to semantic fields as they are acquiring them and that innovations are used to fill lexical…

Describes a study that investigates the order of acquisition of case-marked pronouns in Hebrew among 105 children between two and five years of age. Results indicate that children begin using case-marked pronouns as early as age two and that the stage of morphological development parallels that of English-speaking children. (SED)

Three brief articles present ideas for classroom language instruction, including a beginner's lesson in imperatives using advertisements, an exercise in vocabulary related to royalty, and a group of information-seeking games. A fourth article, one of an ongoing series, presents 39 definitions of terms related to language instruction. (MSE)

Four experiments, varying slightly in instructional method but all using the suggestopedic approach, confirmed that large amounts of second language vocabulary can be learned in a few hours. None of the experiments reached the vocabulary quantity of the Lozanov studies. The suggestopedic-corporal model was the most effective. (MSE)

Study investigated incidental learning of word meanings from context during normal reading. Effects of word and text properties were examined in detail. Small but reliable gains in knowledge were found at all grade levels and ability levels tested. (RB)

Provides a list of 480 heteronyms, suggesting study in this area to stimulate students' interest in building vocabulary as well as in language study generally. (NH)

Presents guidelines for effective vocabulary instruction, stressing the importance of using mixed methods, learning vocabulary in context, maintaining student interest, and active learning. Describes three generative vocabulary strategies: student-initiated vocabulary study, the keyword method of imagining, and concept cards. (AYC)

Two studies of children's early language comprehension using the signal detection paradigm showed that, although the children demonstrated understanding of a known word, they also overextended that word to inappropriate referent. (Author/CB)

Presents a technique using self-image psychology that enables remedial students to improve their reading and vocabulary skills as they improve their attitudes about their own abilities. (ARH)

Re-examines the function of second language acquisition and learning by redefining the terms "acquisition" and "learning" in the context of the classroom. This redefinition, known as the binding/access framework, has several advantages for instruction: it incorporates both lexical and grammatical acquisition, it clarifies the…

Describes an instruction approach for teaching external clues that context clue instruction occurs over many years at all grade levels and asserts that this can used for learning vocabulary. Defines external context clues as syntactic and semantic elements within and among sentences. (SRT)

Proposes three guidelines to assist teachers in helping students become independent decoders: (1) teach the flexible use of a repertoire of strategies, (2) don't overnurture, and (3) provide a strong vocabulary development program. (FL)

Describes a method for preparing students for vocabulary quizzes that enables students to make a personal connection with the new words. Students remember as many of the new words as they can, then free write about each one to arrive at a definition.

Describes several kinds of word puzzles, including anagrams, content-area puzzles, graphic puzzles, palindrome puzzles, and rhyming riddles. (FL)