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)

Describes semantic mapping, an effective strategy for vocabulary instruction that involves the categorical structuring of information in graphic form and requires students to relate new words to their own experience and prior knowledge. (HOD)

Presents a method for teaching Greek and Latin work forms to promote comprehensive knowledge and improve retention. A self-study text is used in the class (meeting one-hour weekly), with students responsible for teaching creative games which utilize the scientific vocabulary. (JM)

Describes a functional reading program in graphic arts classes at a Massachusetts middle school. Teachers associate their text material with specific content-related reading skills in comprehension and vocabulary acquisition, using a three-level reading guide and vocabulary development exercises. (CT)

Notes that teaching techniques used to "build" vocabulary are not based on the ways most people acquire vocabulary. Discusses the problems and possibilities of expanding students' language usage. (RL)

Presents an economics terminology puzzle based on economic factors and vocabulary. Requires students to recall economic terms and subsequently apply these terms to economic concepts. Provides an answer key. (CFR)

In response to a directive to devise strategies to increase student performance in vocabulary development skills, as measured by standardized tests, this paper suggests some of the following strategies: (1) teach word origins and structural analysis; (2) use semantic mapping/webbing; (3) show students how to attack analogies; (4) read aloud; (5)…

In today's mathematics classroom there is much concern about the students' lack of success. Mathematics teachers can successfully incorporate reading into their classrooms by: (1) promoting in-class reading activities; (2) teaching vocabulary; (3) emphasizing mathematical symbols; and (4) ensuring understanding of mathematical sentences. Reading…

"Man and the Gulf of Mexico" (MGM) is a marine science curriculum series developed to meet the needs of 10th through 12th grade students in Mississippi and Alabama schools. This MGM unit on the diversity of marine animals is divided into 16 sections. These sections focus on: marine protozoans; sponges; coelenterates; ctenophores;…

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…

Discusses exercises in foreign language teaching in which the learner can, from experience in his own language, conjecture the meaning of foreign words from the context. Shows, with examples, how such exercises can be created using nonsense words. (IFS/WGA)

Relates how C. A. Boneau's research identified the Top 100 terms and concepts of psychology. Describes a computer-assisted exercise for introductory college-level classes to teach these terms through computer tutoring. Discusses the development of the program, its implementation, and its evaluation. (CFR)