Discusses techniques for teaching meaning vocabulary and describes the advantages of one commercially produced vocabulary program. (DD)

Describes the Said Web, an instructional strategy that encourages students to examine clusters of words and the words' linkages to one another so that vocabulary study does not occur as lists of isolated words, but rather as meaningful groups. Outlines eight instructional steps for the Said Web, which can be used with young children and modified…

Extracts guidelines from research for incorporating vocabulary instruction into the everyday routines of the classroom. (EL)

Presents examples of classroom activities designed to improve reading through improved vocabulary. (RB)

Explores the role of vocabulary in reading development and suggests some classroom-tested approaches for nurturing students' vocabulary development and interest. Discusses vocabulary growth, vocabulary and concept development, and active processing of vocabulary. Discusses applications and examples of active-process vocabulary instruction,…

Outlines a vocabulary strategy that transforms students into "word detectives," while immersing them in reading and encouraging them to find out the meaning of unknown words. Describes how "lead detectives" use graphic organizers, briefings on word "suspects," and notes several extensions to this activity. (SR)

Discusses vocabulary development in content area reading and the use of a vocabulary matrix of related concepts and a t-bar chart of words related to new vocabulary. (MG)

Argues that some common vocabulary teaching strategies in basal reading programs appear to be based on misconceptions. Suggests that the teacher must stress the vital connection between vocabulary learning and comprehension. (FL)

Reviews research indicating that presenting vocabulary in semantically related clusters may improve students' vocabulary knowledge and reading comprehension. Describes how words from elementary school textbooks were divided into semantic clusters and makes suggestions for their use. (FL)

Describes vocabulary anchors, a graphic teaching strategy that helps young learners build the conceptual connections they need to understand informational (nonfiction) text. Discusses three essential understandings about early learners and concept development. Offers several examples of using vocabulary anchors in the classroom. (SR)

Shows how the language experience approach is a useful tool in teaching expository prose structure to elementary school students. (EL)

Compares the effectiveness of two types of classroom vocabulary instruction with a noninstruction type homework assignment. (FL)

Describes a method of increasing vocabulary recognition of Chapter 1 elementary students by using mastery words from basal programs, sight word cards, and modified cloze stories. (MG)

Noting the use of mental pictures to aid students' learning--the keyword method--is effective for both good and poor readers, describes specific methods, provides research to support their use, and presents classroom applications that lead from teacher instruction to students' independent learning. (NH)

Finds the test useful but criticizes its lack of generalizability of norms and the absence of reliability, validity, or normative information for the Spanish version. (FL)