Suggests creative ways to interest students in the "magic" of words through word game activities. (DF)

Describes how, by systematically creating new words from known ones, remedial readers can improve their word attack skills. (DD)

Suggests categorization of words as an alternative to traditional word study. (MKM)

Evaluates empirically a skill-oriented approach to teaching word attack such as that prescribed by the Wisconsin Design for Reading Skill Development with the desired outcome of functional reading ability. (HOD)

Discusses approaches for helping upper elementary-age children learn about words through integrated study of spelling, grammar, and meaning. Describes what word study is, discusses word study in an integrated language arts unit (providing several examples), and offers reasons for including word study in a language arts program. (SR)

Studies spelling bee finalists' early and current reading and spelling experiences. Finds that gifted spellers show an early interest in language arts activities, pass through developmental stages far earlier than normal children, and rely on visual memory strategies, word meanings, and saying/writing words to master orthography. (RS)

Three boys (ages 9-13) with academic deficits learned delayed matching-to-sample tasks that used complex sample stimuli, consisting of a picture and printed word. The procedure engendered new constructed-response spelling performances and arbitrary relations among pictures and printed words in matching to sample. (Author/JDD)

Some salient characteristics of words that facilitate or inhibit their recall and eventual use in a foreign language, including phonological shape, grammatical category, and functional aspects such as meaning and affective value, are examined and their pedagogical implications are discussed. (MSE)

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

The purpose of this study was to evaluate the impact of an instructional spelling approach, Word Study, on adult learners' spelling. The author sought to learn more about participants' stage of spelling development, to gain information from the adults on their interpretations of this approach, and to determine if a short-term intervention would…

Reviews "The Nature of Vocabulary Acquisition" by Margaret G. McKeown and Mary E. Curtis. Focuses on three questions involving vocabulary acquisition: (1) What does it mean to know the meaning of a word?; (2) How does knowledge about word meanings develop?; and (3) What is the relationship between vocabulary knowledge and comprehension? (MM)

No language is as varied in history as American English and no language is as rich in word choices. Additions to our language from other cultures are discussed. Four categories of activities involving words are presented. (MT)

Describes exercises designed to teach students the differences between one-word and two-word forms. (HOD)

Explains how antonymy (opposition) can offer another approach to vocabulary development in a classroom situation. (HOD)