A language arts unit on the shape "round" is described. Useful materials, references, and activities are suggested. (MT)

A fictitious festivity features nouns, adjectives and verbs as the guests of honor. (Editor)

Designed to grade children's knowledge of commonly used instructional terms in a particular language arts program, the AIT consists of a verbal part and a situational part. Each part assesses the same commonly used instructional terms: word, begin, letter, name, makes sense, beginning sounds, print, trace, capital letter, rhyme, period, stands…

Vocabulary development, operationally defined as the isomorphism between an individual's store of concepts and the labels society uses to represent those concepts, is akin to concept development. Therefore, vocabulary development can be facilitated if presented in clusters of related concepts. One approach used to reinforce such basic concept…

Compares the difficulties students face in the junior high years to the obstacles of Odysseus. Notes hierarchical skill levels needed to understand and interpret literature; suggests using different print and nonprint media to improve interest in stories; recommends doing more writing and talking about fewer works. (JG)

Elaborates on the conjecture that the words used in speech and writing have a powerful effect on perceptions of what is said and written. Reviews three distinct goals of instruction that are designed to promote students' expressive vocabularies. Suggests approaches for promoting students' active use of words. (ML)

Presents an approach to vocabulary instruction that serves to increase knowledge of word definitions, to provide semantic links to words, and to promote greater facility in using words. Reviews studies associated with the "fertile vocabulary" instructional plan and discusses program results and benefits. (ML)

Reexamines two plausible explanations of why vocabulary knowledge and reading comprehension are so highly correlated. Describes and analyzes the "instrumental" and "knowledge" hypotheses of word meanings. Additional positions on vocabulary instruction are also presented. (ML)

Based on the idea that word knowledge has particular importance in literate societies, this Digest finds that most people feel that there is a common sense relationship between vocabulary and reading comprehension, i.e., messages are composed of ideas, and ideas are expressed in words. The Digest considers several viewpoints on teaching…

Designed for teachers of high school students, the unit proposes an individualized approach for teaching vocabulary. Students choose from three vocabulary word lists which represent levels of difficulty and which are chosen from words selected by students during the previous semester. In vocabulary notebooks, students enter pronunciation…

Describes some of the current views in semantics and semantic development and discusses the implications for vocabulary instruction. Explains the major theories of word meaning acquisition in children and lists researched variables of word meaning development. Offers examples of instructional strategies for effective vocabulary development. (ML)

With accounts of how telling children stories forged a special bond between teacher and child, this book provides practical guidance in the use of storytelling to enhance a language program, improve read-aloud sessions, develop oral and written communication skills, foster an appreciation of good literature, and stimulate the growth of active…

Advocates the use of incidental vocabulary learning to assist students in vocabulary expansion and reading comprehension. Addresses the issues of the number of words students would have to know to make substantial gains and what type of word knowledge is necessary to facilitate reading comprehension. (ML)

The strong relationship between knowledge of vocabulary and reading achievement leads to the conclusion that knowing the meaning of words in a passage enables the reader to answer questions about the passage. The goal of vocabulary instruction is the acquisition of the concepts represented by words as well as the ability to recognize and analyze…

Designed as a teacher's guide to accompany the revised edition of the classroom text "English Words from Latin and Greek Elements," this manual contains the following material that is not in the textbook: (1) answers to all exercises in the text; (2) the Latin and Greek origin of all prefixes, suffixes, combining forms, and bases that…