Discusses two experiments designed to clarify the cognitive functions of mnemonics in fact learning. One presents subjects with a single attribute mnemonic, providing only the perceptual link, while the other presents subjects with a two-stage model serving the cognitive functions of providing a perceptual link followed by a meaningful link. (MBR)

Describes semantic mapping, an effective strategy for vocabulary instruction that involves the categorical structuring of information in graphic form and requires students to relate new words to their own experience and prior knowledge. (HOD)

Proposes four guidelines to help educators evaluate vocabulary instruction: (1) instruction should help students relate new vocabulary to their background knowledge, (2) instruction should help students develop elaborated word knowledge, (3) instruction should provide for active student involvement, and (4) instruction should develop students'…

Specifies some of the different word learning tasks students face, describes different levels of word knowledge, notes three types of costs involved in instruction, and discusses the costs and benefits of some specific methods of vocabulary instruction. (HOD)

Studied across a 16-month period, young children of deaf parents showed accelerated early language development, on the average producing their first recognizable sign at 8.5 months, their tenth sign at 13.2 months, and their first sign combination at 17.0 months. Findings are inconsistent with previously reported patterns of synchrony between…

Describes a reading technique for college writing and a method of teaching word structue. (HOD)

Concludes that direct teaching of vocabulary by forming networks between students' existing schemata and the new words was more effective than dictionary work or context study. (HOD)

Describes a metacognitive approach to improving vocabulary. The method trains students to establish a network of relationships among words and relate the words to personal experiences. (HOD)

Divides texts into two groups, the first of which teaches a selected group of words; the second teaches strategies for learning vocabulary as well as teaching a selected group of words. (EL)

Poses and answers several questions parents and teachers have about the value of invented spelling. (FL)

Describes a thinking skills program in Oklahoma that has brought about a significant rise in achievement test scores. Teaching strategies are based on the premise that students learn new things based on the resemblance between new and familiar words and ideas. (TE)

Presents a method for teaching Greek and Latin work forms to promote comprehensive knowledge and improve retention. A self-study text is used in the class (meeting one-hour weekly), with students responsible for teaching creative games which utilize the scientific vocabulary. (JM)

Items missed on the PPVT were analyzed according to race and sex; results indicated that an alternative form of the test might use stimulus words other than those missed by a disproportinate number of subjects in this study. (MM)

In an effort to supplement textbooks for Elementary German college students, a series of spoken vocabulary lists has been recorded on tape. The added audio dimension gives an extra focus for learning and aids pronunciation and phonetic understanding. Students may copy tapes for independent study. A recording script is included. (CHK)

Described is a program that utilizes basic instruction in photography to improve the self esteem and basic vocabulary of deaf children. (SL)