Describes an experiment which compares the effectiveness of two key word techniques of vocabulary acquisition and gives the original 228-line program which was used. The program is written in BASIC to be run on Commodore CBM or PET machines with one disk drive. Eight references are listed. (MER)

Presents exercises in the history of names, the origins of certain words, context clues, and creative descriptions--all designed to expand students' vocabularies. (SJL)

Describes a method of using index cards to teach both vocabulary and grammar. The cards have a question on one side and an answer on the other, providing the student with immediate reinforcement. Such a method provides an inexpensive alternative to computer assisted instruction. Sample exercises and index cards are given. (PJM)

Describes a simple, practical strategy for reaching into the inner world of children to strengthen their reading vocabularies. (FL)

Illustrates use of the vocabulary-in-context and the question-and-answer exercises to enhance reading and understanding of literary texts for advanced high school second language classes. Suggests these exercises prepare students to progress from written exercises to the teacher's oral presentations to classroom discussions. (Author/BK)

Demonstrates why analogy exercises are useful in developing both vocabulary and conceptualization. (JT)

Outlines procedures by which teachers can foster and speed up student vocabulary growth. Discusses three aspects of categorization: word fluency, the list-group-label lesson, and feature analysis. (RL)

Describes a project that used task cards to give students meaningful and interesting practice in using location skills in the content area of science. (FL)

The English language development of an unselected group of 20 hearing impaired children (mean age approximately four) taught Signed English was studied over a four-year period. (Author/PHR)

Describes a games-based instructional kit for elementary students on visual literacy, art vocabulary, and environmental design called "The Art Connection." The kit utilizes a teaching strategy called "See-Imagine-Do" which is further described in an article on pp13-17 of this issue. (SJL)

Presents some classroom games that can be used for review purposes in helping students to memorize vocabulary items. The games are divided into two major categories, one which is intended for help in reviewing characters, and one which is intended to help in reviewing vocabulary and pronunciation. Each game is described. (PJM)

Provides six propositions concerning the use of vocabulary in business writing. Suggests practical exercises for teaching these propositions to business students. (RL)

Shows how one teacher develops student vocabulary and spelling skills as part of the writing process. (RL)

Sees word formation as an economical, important means of building vocabulary. Gives examples showing several different word-building patterns. Sees as a reasonable teaching goal the gaining of competence only in "receptive" word formation, i.e., recognition. The student can learn to build new words only from simple, frequently recurring…

Investigates the processes by which children develop basic morphological categories of plants and learn to relate such categories to one another by inclusion and contrast. Suggests that the parallel thought sequences observed in random subjects engaged in this task may reflect universals of perception and cognition. (PMJ)