Describes an integrated, holistic approach to vocabulary development. (AEA)

Proposes feature analysis, which actively involves students in the learning process, capitalizes on their experiential backgrounds, and uses context as a means of teaching sensitivity to word connotations. (FL)

Imagery and sentence versions of the key word method of vocabulary learning were contrasted with three nonkey word verbal-contextual alternatives using strict, intermediate, and lenient scoring criteria. Definition learning in the key word conditions, imagery more so than verbal, was superior to learning in all nonkey word conditions, especially…

Since there appears to be a direct relationship between reading comprehension and vocabulary, an inventory is offered which assesses students' knowledge of the meaning of "combining forms" (automobile, aero-dynamics, etc.) and not words themselves. The inventory can serve as a model to develop additional inventories for Latin/Greek roots.…

Reviews several "how to draw" books and notes how they can be used to develop specific reading skills. (FL)

Examines arguments favoring direct teaching of reading vocabulary and those favoring extensive reading to develop vocabulary, concluding that direct vocabulary instruction is still appropriate. (HTH)

Six investigations of the keyword method of foreign language vocabulary learning were conducted to evaluate differences found in highly structured laboratory-like settings. Two experiments produced keyword effects when the method was administered to small or classroom-sized groups of elementary school children. (Author/RD)

Outlines a procedure for building an understanding of vocabulary terms in content areas. (AEA)

The first of a two-part article proposes a five level, hierarchical classification system to outline vocabulary types usually found in social studies materials. Instructional techniques are suggested to enhance student understanding of different vocabulary types. For journal availibility, see SO 509 175. (AM)

Reviews the history, principles, merits, and weaknesses of "Fundamental French" (FF) as seen 25 years after its elaboration. Focuses on the two chief components of this approach, a frequency based vocabulary and a thematic vocabulary, and discusses options open to present-day linguists for a reevaluation of FF. (MES)

Describes a strategy for guessing meanings from context and suggests ways of practicing this strategy. The strategy involves four steps: (1) determining the part of speech of the word, (2) looking at the immediate grammar, (3) studying the wider context (usually the conjunction relationships), and (4) guessing the word and checking the guess.…

Suggests two ways to improve a student's level of language development at the secondary level: (1) daily exposure to good literature in the original by listening while reading, and (2) daily lessons in syntactical manipulation and sentence combining, including the use of language games. (Author/MKM)

Two successful teaching strategies for improving students' reading comprehension, vocabulary, and speed of reading comprehension are the MRM method (identifying sentence kernels) and the LOGANAR method (logically analyzing cognitive relationships). (CJ)

Contains contributions from four educators concerning (l) ways parents can help their children practice reading; (2) vocabulary development, reading, and the Old Order Amish; (3) the "read to share" model or oral reading; and (4) motivating boys to read. (FL)

Eight children were taught associations between the written and spoken versions of words by a "talking" computer. These children increased their sight vocabularies by an average of 128 percent; a comparison group had a 34 percent increase. (Author)