Three activities designed to increase the reading, writing, and vocabulary levels of hearing impaired students (elementary through middle school level) are described. Activities focus on such tasks as recognizing similar attributes among objects, using comic books to understand story elements, and constructing definitions after reading and…

Examines strategies a reader of a foreign language uses to identify unknown words in context and if there is a hierarchy of application. Includes recommendations concerning foreign language acquisition skills which will allow the foreign language student to possess vocabulary independently. (EKN)

Seventy-nine first-year and 85 third-year students were tested on the meanings of French words from vocabulary lists. Twenty percent were then taught memory-improvement strategies, 20 percent were taught strategies and given guided practice, and 20 percent learned the lists without aids. The strategies significantly improved the performance of…

Exercises with numbers designed to hold the interest of a heterogeneous group of adult students are described. They include games about age, counting, and cards. Meaningful content and active, interested participation are features of the techniques. (MSE)

Discusses the benefits of precis writing and suggests specific tasks to develop that skill. (AEA)

Discusses concept learning in the content areas, focusing on a system for integrating vocabulary into cognitive teaching goals. (AEA)

Evaluates the use of self-instructional learning packages using a visual image approach for teaching the technical language of five trade areas to learning handicapped high school students enrolled in regular vocational education classes. (FL)

Describes an integrated, holistic approach to vocabulary development. (AEA)

Proposes feature analysis, which actively involves students in the learning process, capitalizes on their experiential backgrounds, and uses context as a means of teaching sensitivity to word connotations. (FL)

Imagery and sentence versions of the key word method of vocabulary learning were contrasted with three nonkey word verbal-contextual alternatives using strict, intermediate, and lenient scoring criteria. Definition learning in the key word conditions, imagery more so than verbal, was superior to learning in all nonkey word conditions, especially…

Since there appears to be a direct relationship between reading comprehension and vocabulary, an inventory is offered which assesses students' knowledge of the meaning of "combining forms" (automobile, aero-dynamics, etc.) and not words themselves. The inventory can serve as a model to develop additional inventories for Latin/Greek roots.…

Reviews several "how to draw" books and notes how they can be used to develop specific reading skills. (FL)

Examines arguments favoring direct teaching of reading vocabulary and those favoring extensive reading to develop vocabulary, concluding that direct vocabulary instruction is still appropriate. (HTH)

Six investigations of the keyword method of foreign language vocabulary learning were conducted to evaluate differences found in highly structured laboratory-like settings. Two experiments produced keyword effects when the method was administered to small or classroom-sized groups of elementary school children. (Author/RD)

Outlines a procedure for building an understanding of vocabulary terms in content areas. (AEA)