Describes how one teacher helped students in her third grade class, who had below average spelling and reading skills, improve their reading achievement by using a structured, graded, multifaceted approach to spelling instruction. (ARH)

Explores the concept of spelling instruction in the elementary grades through the analysis of error-types. (Author/HOD)

Concludes that semantic maps do not work alone, but must be built in class during discussion of vocabulary. Shows that discussion alone works well for most students. (FL)

Results of five experiments in which adults and children were exposed to two study strategies for vocabulary learning: (1) repetition of words with meanings and (2) associative elaboration (the keyword method). Subjects were asked to choose one of the two study methods for learning a 24-item list of new vocabulary words. (SL)

Describes a teaching strategy that can develop the student's cognitive ability for learning the labels for new thoughts, ideas, and concepts and a teaching strategy that promotes the learning more through modeling the teacher's interest in words. (HOD)

This book, a custom edition for the Ohio Summer Institute for Reading Intervention (Summer 2001), reprints selected chapters from two books, "Literacy Development in the Early Years: Helping Children Read and Write," Fourth Edition (Lesley Mandel Morrow) and "Literacy's Beginnings: Supporting Young Readers and Writers," Third Edition (Lea M. McGee…

Studies context as a significant aid to the learning and retention of words. (RB)

A plea for Americans to write sensible, plain English and avoid fad" words. (IR)

Offers examples of texts and assignments that reinforce an appreciation for the importance of context in the study of vocabulary. (RL)

An outline of seven important steps for teaching vocabulary development includes components of language development, visual memory, visual-auditory perception, speeded recall, spelling, reading the word in a sentence, and word comprehension in written context. (JN)