Reports on Project Muse, Hunter College, New York, which has explored ways of using the camera in the teaching of reading. (NH)

A parent diary was used as part of an assessment of a 26-month-old severe-to-profoundly hearing-impaired child's expressive language. The diary data, which is appended, were used to obtain information about the child's expressive vocabulary, mean length of utterance, and verbal, semantic, and pragmatic performances. (Author/SEW)

Presents study in which eighth and superior fifth graders were given a vocabulary test consisting of simple words and derived words. Results show superiority of fifth graders was greater for derived words due to their tendency to analyze these words into roots and suffixes. (Author/BK)

Presents a method for impressing upon students the need for more precision in language usage. (FL)

Argues that syllabication is a highly sophisticated skill requiring extensive knowledge of types of syllables, vowels, and consonants and their various graphic representations, and that syllabicating words in terms of sound patterns may give divisions that are more consistent with speech patterns. (FL)

Describes experiment involving categorization of foreign words into abstract and concrete ratings to determine which were better learned under word pair and context conditions. Native language sentences were prepared in which foreign words were inserted to test whether foreign language students could correctly choose native words to replace…

Concludes that substituting easy for difficult vocabulary words makes text easier to comprehend, and that redundant information in a text contributes to successful text comprehension. (AEA)

Describes an experiment which compares the effectiveness of two key word techniques of vocabulary acquisition and gives the original 228-line program which was used. The program is written in BASIC to be run on Commodore CBM or PET machines with one disk drive. Eight references are listed. (MER)

Presents exercises in the history of names, the origins of certain words, context clues, and creative descriptions--all designed to expand students' vocabularies. (SJL)

Describes a method of using index cards to teach both vocabulary and grammar. The cards have a question on one side and an answer on the other, providing the student with immediate reinforcement. Such a method provides an inexpensive alternative to computer assisted instruction. Sample exercises and index cards are given. (PJM)

Describes a simple, practical strategy for reaching into the inner world of children to strengthen their reading vocabularies. (FL)

Illustrates use of the vocabulary-in-context and the question-and-answer exercises to enhance reading and understanding of literary texts for advanced high school second language classes. Suggests these exercises prepare students to progress from written exercises to the teacher's oral presentations to classroom discussions. (Author/BK)

Demonstrates why analogy exercises are useful in developing both vocabulary and conceptualization. (JT)

Outlines procedures by which teachers can foster and speed up student vocabulary growth. Discusses three aspects of categorization: word fluency, the list-group-label lesson, and feature analysis. (RL)

Describes a project that used task cards to give students meaningful and interesting practice in using location skills in the content area of science. (FL)