This 5-month action research project examined effects of a short-term interactive vocabulary instruction on reading comprehension with four intermediate grade students identified as having learning disabilities in reading. Participants read a narrative text and an expository text without vocabulary instruction and then received vocabulary…

This booklet presents parents with 10 tips for helping their children expand their vocabulary. The 10 tips in the booklet are: read and use context; look for synonyms and antonyms; rhyming and homophones; compound words; look for related words; prefixes and suffixes; word maps; see how words are formed; mine the wealth of other languages; and use…

This textbook the second reader in a series of school readers to help children acquire the art and the habit of reading well enough to give pleasure not only to themselves, but also to those who listen to them. New words are introduced gradually, and the stories and poems are short and of such character as to appeal directly to the interest and…

A discussion of courses in the history of film and theory and practice of filmmaking which have created a problem in that students are often required to learn a technical vocabulary that is new to them. (Author)

From the individual expressive vocabularies of 19 preschool deaf children a composite vocabulary list of 493 words was assembled to include all words and expressions used by two or more children. (Author/MC)

Expanded version of a lecture held at the University of Vienna, May 25, 1972, and in shorter form at the Third International Congress for Applied Linguistics, Copenhagen, Denmark, August 22, 1972. (DD)

Takes issue with educational systems which stress only oral language skills to the detriment of written skills. (DD)

Teachers often become dominated by the demands of subject disciplines and fail to provide opportunities for pupils to learn by talking, reading, writing about experiences they meet, for in this way they will come to terms with subject disciplines. (Author)

Results indicated that interaction, even when nonmeaningful, was more facilitating than juxtaposition of picture and words. (Authors)

Reports gains in vocabulary for a group of Head Start children whose mothers read to them at least 15 minutes a day. (SB)

Practical suggestions for the treatment of false cognates and makeshift or expedient translations in vocabulary instruction. (RS)

Using words they learned from their own experiences children develop a personal vocabulary, which they can use in the more formal reading experiences they'll meet in the first grade. (Author/RK)