Describes a method of increasing vocabulary recognition of Chapter 1 elementary students by using mastery words from basal programs, sight word cards, and modified cloze stories. (MG)

Four classroom activities are described: (1) one for stimulating beginning students' interest in finding evidence of French language and culture in their own environment; (2) a card game for learning grammar; (3) a letter-writing exercise; and (4) a game using lipograms in the creation of a fictional community. (MSE)

New vocabulary was taught to 147 college students, in two experiments, by 1 of 3 methods: keyword, semantic context, and no-strategy control. There was no evidence that keyword-mediated gains on learning vocabulary-associated definitions were obtained at the expense of acquisition of other information. Applications for instruction are discussed.…

As an orientation to the actual composition process, learning-disabled students should be taught methods for the development and organization of ideas. Strategies are presented for helping learning-disabled students improve composition skills by improving flexibility in vocabulary and sentence structure and by planning and sequencing ideas and/or…

Suggests creative homework assignments to teach three Spanish grammatical structures (preterite and imperfect, future, and subjunctive) and theme oriented vocabulary (food, fashion, home furnishing, and nature). Suggested homework activities include poetry and letter writing, free association, and scavenger hunts. (LMO)

Investigated the effects of cue adequacy on second language learners' ability to infer and remember the meaning of new words. Subjects who received cue-adequate sentences reported greater ease in word inference, scored higher in inferring and remembering the contextual meanings of new words, and better retained the contextual meanings of targeted…

Explores the tensions between English-as-a-Second-Language reading and vocabulary instruction. Suggestions are offered for facilitating the successful meshing of reading and vocabulary skill practice. (Author/CB)

This article reports studies of adolescent passive and active vocabulary development. It describes measuring instruments applied to the oral and written language of 12- and 15-year-old students drawn from 10 social backgrounds in England and Australia. Implications for education are drawn from the results of these studies. (IAH)

Describes a study strategy called RESPONSE. Includes a reading assignment response form which focuses students' attention on important points; questions; points of confusion; and new terms, concepts, vocabulary, and names. (JAD)

Describes the use of microcomputers to enhance vocabulary instruction in content teaching. Reviews the types of software available. (JAD)

Describes variations of three popular games for teaching in the foreign language classroom. "Recycled" games include Bingo, dice-related exercises, and "Pictionary." (CB)

Presents daily activities that facilitate complete sentence response, promote oral production, and aid the learning of vocabulary in foreign-language classes. Because speech is the primary form of communication in the foreign-language classroom, it is important to stimulate students to converse as soon as possible. (Author/CK)

The research on the relationship between critical thinking and verbal ability is reviewed, with emphasis on research on tests of critical thinking. The article concludes that neither critical thinking nor critical reading exist as constructs separate from verbal ability and that verbal ability accounts for test variance in these areas. (Author/DB)

A child with chronic otitis media with effusion solved the problem of reduced and fluctuating auditory input with phonological selection and avoidance strategies that capitalized on prosodic cues. Findings illustrate the need to consider interactions among performance, input, and linguistic constraints to explain individual variation in language…

Third semester college students of French viewed part of a film, read part, and then were given a surprise vocabulary test with colloquial words from the text. Their performance, compared to a control group, suggests that incidental vocabulary acquisition is possible in a foreign language situation. The test is appended. (Contains eight…