Describes two methods used in a college developmental reading class (which heighten awareness of what lies behind a word and encourage active involvement with language) to foster the skills necessary to become independent word learners. (SR)

Presents examples of a method that teaches vocabulary as a prereading activity using selected quotes so that students can use word parts and context clues such as transitions, connotation, and parallel syntactic structure. (RS)

Concludes that the two reading courses offered by the education department at Clemson University are effective in increasing reading rate, vocabulary, and comprehension. (RB)

Describes an instruction approach for teaching external clues that context clue instruction occurs over many years at all grade levels and asserts that this can used for learning vocabulary. Defines external context clues as syntactic and semantic elements within and among sentences. (SRT)

Presents a short description with examples of the use of cartoons as a motivational and instructional technique for vocabulary study. (AEA)

Offers teachers a number of suggestions dealing with acronyms, post-graduation advice, vocabulary in social context, and pronunciation of regular past tense verbs. (AEA)

Describes a vocabulary lesson in a seventh-grade language arts class that incorporates making predictions with vocabulary acquisition. (SR)

Offers suggestions designed to increase parental interest in attending school meetings, to encourage students to be self-sufficient, and to increase students' vocabulary skills. (AEA)

Shows how "concept of definition" (CD) instruction (instruction which organizes conceptual information into categories, properties, and illustrations) can be applied to content area reading. Presents several lessons and activities which develop strategies for combining new text information with prior knowledge and for self-monitoring…

Sniglets, a word game popularized by comedian Rich Hall, provide teachers and students with a break from the monotony of vocabulary drill by allowing students to make words of their own, practice inferential skills in developing and identifying the meanings, and learn how words are created and made a part of language. (HOD)

Examines several approaches to vocabulary development that are alternatives to direct vocabulary instruction. (AEA)

Offers an instructional sequence based on the premise that the spelling of English words very often reflects meaning more than sound and designed to help students make use of this understanding in learning to spell and to increase their vocabulary. (AEA)

Discusses specific strategies that introduce the text and its concepts before the actual text reading. (AEA)

Finds the revised Peabody Picture Vocabulary Test an improvement over the original edition. (AEA)

Describes five strategies that foster independent learning of content area vocabulary. (MKM)