Suggests using a compare/contrast strategy to teach students to read polysyllabic words. (MKM)

Intended for preschool, kindergarten, and primary grade teachers, the ideas in this book will support teachers as they plan language and literacy experiences that develop phonological awareness. Stressing that a knowledge of phonemic awareness and phonics is critical to successful reading, the authors encourage teaching all aspects of reading,…

Points out how student understanding of as well as student confusion about reading and word recognition are both functions of teacher behavior. (FL)

Presents a seven-step technique for teaching primary school students to recognize function words. Describes a method for eliciting parent help in the task and offers suggestions for review and follow-up activities. (FL)

Describes a teaching unit on portmanteau words, such as "smog" and "petrodollars," which are created by truncating two words. (SJL)

Examines word families, words grouped together by common meaning, orthography, form, and spelling. Discusses ways to encourage children's language acquisition and understanding of how words work in specific contexts. (HTH)

Suggests methods of direct instruction, such as a commercial kit, for developing student ability to use context clues in reading. (RL)

The business teacher, as a teacher of reading skills, must first identify reading skills essential for success in a particular course; second, diagnose deficiencies in these skills by informal observation or surveys; and third, develop strategies to teach specific reading skills such as word attack, vocabulary, and reading comprehension. (CT)

Provides a rationale for using television as a means of instruction and presents a model for capitalizing on television as a connection to reading. Includes a sample task sheet. (TJ)

A step-by-step plan is presented for teaching a mnemonic strategy that students with and without learning disabilities can use to improve word recognition skills. The SCUBA-D strategy involves (1) Sounding it out, (2) Checking sentence clues; (3) Using main idea and picture clues, (4) Breaking words into parts, (5) Asking for help, and (6) Diving…

The study compared the effectiveness and efficiency of concurrent and isolation-intermix instruction in teaching four preschool children to read common words in their environment. Concurrent instruction resulted in students learning conditional discriminations in fewer trials and minutes of instructional time suggesting the value of teaching…

Presents a basic vocabulary strategy to boost elementary students' reading comprehension and success. The three steps include identifying vocabulary words that students will need to comprehend the reading; preteaching only three to five words; and connecting the new words to concepts that students already know. (SM)

Intended to help students improve their vocabulary and spelling skills, this booklet offers activities on synonyms, antonyms, homonyms (including homophones and homographs), and acronyms. It is suggested that the teacher present these types of words as members of the "Nym Family." Ideas for posters and books to be used as instructional…

Designed to provide a criterion referenced measurement of CVC (consonant vowel consonant) word patterns, this test consists of six subtests of 152 items prepared as slides for projection. Items are to be presented to the subjects on two separate occasions. (This document is one of those reviewed in The Research Instruments Project (TRIP) monograph…

Beyond the first several thousand most commonly used words in a language, direct vocabulary instruction is not efficient. Use of inferential skills then becomes the most effective way of learning new vocabulary; it is the way native speakers build their 60,000 word vocabularies. Because the skill is not automatically transferable, it must be…