Presents a seven-step technique for teaching primary school students to recognize function words. Describes a method for eliciting parent help in the task and offers suggestions for review and follow-up activities. (FL)

Proposes the "say and write" method and the directed sentence reading method as ways of using language experience stories to develop children's sight vocabulary. (FL)

Describes an activity, based on cloze procedure techniques, that can increase children's language abilities while improving their knowledge of vocabulary and music. (FL)

Reports that kindergarten children were aided in learning to use the alphabet when additional cues to distinguish the letters were provided in the immediate letter background. (FL)

Describes thought processes which the teacher should engage in and which should govern choice of material before writing or selecting exercises for English as a second language class. Shows how to clarify the purpose of exercises by examples. (BK)

Suggests methods of direct instruction, such as a commercial kit, for developing student ability to use context clues in reading. (RL)

Points to limitations of procedures used by Kim Yap in probing the causal ordering between vocabulary and comprehension skills of primary grade pupils (see EJ 206 255); cautions researchers of reading behavior not to apply Yap's procedures indiscriminately. (HOD)

Twelve practical ways of inundating the nonreader or reluctant reader with words are presented. The author, a reading specialist, believes that learning to read probably involves 90% attitude and 10% skill, and that these vocabulary development ideas will improve both attitude and skill. (KC)

Details a study of the reading development of seven- and nine-year-old deaf children. Concludes that the children progressed satisfactorily in the early stages of reading but had not attained the ability to extract meaning from sentences by age nine. (FL)

Describes the development of a series of television programs tailor-made for the profoundly deaf and their usage in a school for such children. (Author)

Twelve- and 18-year-olds learned a list of paired associates; experimental subjects were instructed in mnemonics, while controls simply learned the pairings. When subjects were presented a list of Latin nouns and their translations to learn, spontaneous transfer of the mnemonic strategy occurred only among 18-year-olds. (Author/GDC)

Reports a study designed to determine whether students with learning problems could increase their own reading efficiency by learning through resources that complemented their perceptual strengths. Subjects were 16 children in a second grade learning disabilities class. Their reading vocabularies were improved during the perceptual program.…

The business teacher, as a teacher of reading skills, must first identify reading skills essential for success in a particular course; second, diagnose deficiencies in these skills by informal observation or surveys; and third, develop strategies to teach specific reading skills such as word attack, vocabulary, and reading comprehension. (CT)

Outlines a procedure for predicting the appropriateness of signing as a communicative technique for individuals with speaking impairments. The procedure compares a potential learner's motor control with those necessary for the handshapes, location, and movements of a compiled vocabulary. A procedure for predicting future possible vocabulary is…

Ostensive definitions of words are ambiguities as to their referent. In a study of infant-mother dyads engaged in looking at picture books, 95 percent of ostensive definitions referred to the whole object depicted rather than parts, attributes, or actions. When parts were named, ambiguity was avoided by naming the part and the whole. (PJM)