Describes a content-oriented instructional method that relies on the vocabulary resources of a group of learners to help them understand the impact of words in various contexts. (FL)

Describes two approaches for uses with computer-assisted vocabulary learning (CAL): (1) uncontextualized CAL, requiring one-word answers and (2) contextualized forms of practice in which a text has to be unscrambled or rebuilt. Discusses some of the advantages of CAL and also some of the problems of using it effectively and integrating it into the…

Describes 44 methods for introducing, reinforcing, and extending vocabulary in the reading program. (FL)

Although language is saturated with culture, and the language of popular culture contains much information about a civilization, there is little attention given to this form of language in traditional dictionaries. What is needed is a dictionary of words having special cultural significance. (MSE)

Presents strategies designed to encourage the predictive behavior of students attempting to acquire new vocabulary. (FL)

Summarizes ERIC materials dealing with the role of phonics, spelling rules, and word lists in the spelling program. (FL)

Discusses the understandings and attitudes needed for successful vocabulary development. Groups these into three categories--intellectual, practical, and affective. (FL)

The two experiments reported each varied whether 80 college students learned a vocabulary list using the keyword method or through their own strategies and whether items were experimenter- or subject-paced during presentation. In both experiments, keyword subjects outperformed controls, and there was no Treatment x Pacing interaction. (Author/PN)

Noting the National Reading Panel's suggestions on assessing and improving children's phonemic awareness, this paper discusses how reading can be improved through think-alouds and visualizations. Comprehension strategies that teachers can model during think-alouds are: activating prior knowledge; building vocabulary; determining importance;…

This paper describes how the visual environment--what we see when we look--can be used to develop both visual and verbal literacy, including aesthetic appreciation, comprehension, and vocabulary.

This collection of palindromes, pangrams, acrostics, word squares and word ladders, visual and numerical puzzles, silly names, and much more is designed to delight, surprise, and challenge both the novice and the expert player of word games. It uses the metaphor of a busy, cosmopolitan city to showcase three facets of words: forms of letters,…

Arguing that the ability to write effectively hinges upon having an adequate vocabulary, this digest explores some of the ways vocabulary influences writing ability, and how teachers can use vocabulary development specifically to improve writing skills. The digest suggests that the breadth and depth of a student's vocabulary will have a direct…

Suggests that the stressing skills are the basic transfer skills which guide the student toward efficient pronunciation as an independent user of the dictionary. (TO)

Research supported in part with funds from the U.S. Office of Education. (DS)