Cites a number of references from linguists and other researchers about the relative unimportance of knowing where to divide words according to rules. Offers alternative ideas for teaching syllabication. (FL)

Designed to motivate word study in fifth graders, this learning center includes five separate stations with activities in etymology and language study. (SJL)

Describes a model that distinguishes seven types of meaning that can function in reading: discoursal, lexical, morphological, propositional, syntactic, rhetorical, and functional. (MKM)

Suggests creative ways to interest students in the "magic" of words through word game activities. (DF)

Describes how, by systematically creating new words from known ones, remedial readers can improve their word attack skills. (DD)

Suggests categorization of words as an alternative to traditional word study. (MKM)

Evaluates empirically a skill-oriented approach to teaching word attack such as that prescribed by the Wisconsin Design for Reading Skill Development with the desired outcome of functional reading ability. (HOD)

Examines the use of etymological analysis when reading new words, demonstrating the limitations inherent in such analysis. (JM)

Discusses approaches for helping upper elementary-age children learn about words through integrated study of spelling, grammar, and meaning. Describes what word study is, discusses word study in an integrated language arts unit (providing several examples), and offers reasons for including word study in a language arts program. (SR)

Studies spelling bee finalists' early and current reading and spelling experiences. Finds that gifted spellers show an early interest in language arts activities, pass through developmental stages far earlier than normal children, and rely on visual memory strategies, word meanings, and saying/writing words to master orthography. (RS)

Three boys (ages 9-13) with academic deficits learned delayed matching-to-sample tasks that used complex sample stimuli, consisting of a picture and printed word. The procedure engendered new constructed-response spelling performances and arbitrary relations among pictures and printed words in matching to sample. (Author/JDD)

To address the issue of declining reading achievement in the school where she worked, the author analyzed reading records and written work of primary students attending several district elementary schools over the course of one school year. From that analysis, it appeared that an obstacle to reading success for many children in the third grade was…