Describes a study in which investigators attempted to provide an example for approaching vocabulary development from a theoretical basis and tried to provide empirical support for some techniques presently used in teaching word meanings. (Author/HOD)

Details two experiments that assessed the effect of vocabulary difficulty on three measures of text comprehension--free recall, summary recall, and sentence recognition. (FL)

Concluded that the incorporation of new words into the educable mentally retarded child's reading vocabulary can be enhanced by the phonological pairing of content and function words. (RB)

Investigates the effectiveness of the Vocabulary Overview Guide in improving vocabulary comprehension and retention. Concludes that, compared to traditional methods of listing words and studying definitions, the guide increases vocabulary comprehension, retention, and metacognitive awareness. (MM)