Points out the superior efficiency and effectiveness of generative techniques of vocabulary development over nongenerative techniques and gives examples of both types. Generative techniques, for approaching unfamiliar words through knowledge of other words, include use of synonymy and antonymy and of external and internal context clues. (BF)

Presents guidelines for effective vocabulary instruction, stressing the importance of using mixed methods, learning vocabulary in context, maintaining student interest, and active learning. Describes three generative vocabulary strategies: student-initiated vocabulary study, the keyword method of imagining, and concept cards. (AYC)

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)

A gifted reader is defined, and the needs of gifted readers are discussed. Suggestions for meeting those needs are given. (MT)

Suggests that industrial arts students need to be able to read and understand the vocabulary of their chosen professions. Describes a study that investigated students' knowledge by presenting a task that required the selection of occupational terms corresponding to written definitions. Includes teaching strategies. (JOW)

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

Examines a short story, "Incident on a Bus" (by D. Randall, in S. Sanchez (ed.), "We Be Word Sorcerers." New York: Bantam Books, 1973), with regard to its suitability for vocabulary work in English classes in Grades 11-13. A procedure for teaching vocabulary is presented. (IFS/WGA)

Twelve practical ways of inundating the nonreader or reluctant reader with words are presented. The author, a reading specialist, believes that learning to read probably involves 90% attitude and 10% skill, and that these vocabulary development ideas will improve both attitude and skill. (KC)

Describes the characteristics of academic language (mature expository prose; the formal English of college textbooks). Discusses theoretical and practical issues involved in the procedures for selecting and teaching academic vocabulary, and suggests teaching ideas, techniques, and materials. (RL)

Describes the development and field-testing of Cornerstones, an approach to classroom literacy instruction for young deaf children that utilizes an educational television program and other engaging media components. Focuses on word-knowledge aspect, because of its influence on the development of background knowledge and reading comprehension.…

Describes an activity used with fifth graders to keep the children using new vocabulary acquired during a shared literature study. (PRA)

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

Computer technology allows students to experiment with word usage and create their own meaningful words. Traditionally, students have acquired new words through reading them in context, analyzing the structure of new words, or using the dictionary. Drills in any of these techniques can be ineffective unless students are actively engaged in the…

Intended to help students improve their vocabulary and spelling skills, this booklet offers activities on synonyms, antonyms, homonyms (including homophones and homographs), and acronyms. It is suggested that the teacher present these types of words as members of the "Nym Family." Ideas for posters and books to be used as instructional…

Concludes there was no difference in vocabulary development between a group receiving heavy vocabulary instruction but little tradebook reading and a second group receiving almost no direct teaching of vocabulary but heavy tradebook reading. (RB)