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Peer reviewedHartley, Ruth Norene – Reading Research Quarterly, 1970
Descriptors: Cues, Kindergarten Children, Learning Processes, Learning Theories
Peer reviewedMeyer, Sister Jean – Journal of Reading, 1970
Descriptors: Adult Education, Comprehension, Intellectual Development, Literacy Education
Wharton, A. – Engl Lang Teaching, 1969
How slides may be used to combat student remoteness and the excessive standardization of presentation which many teachers find objectionable in language laboratory work. (FWB)
Descriptors: Audiovisual Aids, Conversational Language Courses, Language Instruction, Language Laboratories
Sailer, Carl – Int Reading Assn Conf Proc Pt 1, 1968
Descriptors: Critical Reading, Educational Games, Learning Activities, Newspapers
Witty, Paul A.; Batinich, Mary Ellen – Int Reading Assn Conf Proc Pt 1, 1968
Descriptors: Elementary School Students, Films, Individual Activities, Leisure Time
Eichberg, Ekkehard – Neueren Sprach, 1970
Descriptors: Contrastive Linguistics, Interference (Language), Language Instruction, Modern Languages
Peer reviewedHorn, Solomon – Reading Teacher, 1969
Descriptors: Communication (Thought Transfer), Creative Writing, Directed Reading Activity, Individualized Instruction
Milligan, Jerry L.; O'Toole, Raymond J. – Elem Sch J, 1969
Descriptors: Associative Learning, Elementary School Science, Linguistic Theory, Science Instruction
Peer reviewedHolmes, Glyn; Kidd, Marilyn E. – Canadian Modern Language Review, 1982
The history of computer assisted language instruction is briefly reviewed, highlighting several major projects. Computer functions compatible with language instruction include information storage and retrieval capacities, ability to analyze input, and interactiveness. Language skills that can be developed by computer include grammar, vocabulary,…
Descriptors: Computer Assisted Instruction, Computer Assisted Testing, Grammar, Language Skills
Peer reviewedParke, T. H. – British Journal of Language Teaching, 1982
Describes language laboratory program designed to help learners to move from comprehension of a spoken text through definite phases to their own utterance. Material used is an off-air recording from French radio. (Author/BK)
Descriptors: Communication Skills, French, Higher Education, Language Laboratories
Peer reviewedStieglitz, Ezra L. – ELT Journal, 1983
Techniques of semantic feature analysis are applied to exploration and reinforcement of vocabulary. Students are presented with categories of familiar items and asked to describe their characteristics. The method can be used to elicit sentences, reinforce existing vocabulary, and begin discussion. Sample exercises for several difficulty levels are…
Descriptors: Componential Analysis, Difficulty Level, English (Second Language), Learning Activities
Peer reviewedBeck, Isabel L.; McKeown, Margaret G. – Reading Teacher, 1983
Outlines a program of vocabulary development that contains cognitive, affective, and physical elements. Points to test results showing that the program has been effective with fourth grade students. (FL)
Descriptors: Cognitive Processes, Grade 4, Intermediate Grades, Program Descriptions
Luparelli, Augustus N. – Man/Society/Technology, 1982
Describes a functional reading program in graphic arts classes at a Massachusetts middle school. Teachers associate their text material with specific content-related reading skills in comprehension and vocabulary acquisition, using a three-level reading guide and vocabulary development exercises. (CT)
Descriptors: Content Area Reading, Graphic Arts, Industrial Arts, Middle Schools
Peer reviewedParrish, Berta – Reading World, 1982
Proposes that physical education teachers can integrate reading exercises into their classes through activities that (1) stimulate recreational reading, (2) reinforce vocabulary and comprehension skills, and (3) provide reading opportunities through alternative learning options. (FL)
Descriptors: Content Area Reading, Individualized Reading, Motivation Techniques, Physical Education
Peer reviewedFillmer, H. Thompson; And Others – Community College Review, 1981
Describes a study investigating the effects of group hypnosis on the reading performance of university students in a reading and writing center. Discusses study procedures and presents data on pretest scores and gains in vocabulary and comprehension scores. Concludes that regular use of self-hypnosis significantly improved performance. (DMM)
Descriptors: Achievement Gains, College Students, Higher Education, Hypnosis
