Suggests that disabled readers can benefit from the use of mnemonic devices as they learn to recognize words and identify their meanings. (FL)

Examines children's acquisition of language meaning through their use of homophony, riddles, and other word play. Discusses ways to encourage the study of meaning, using classroom techniques such as finding metaphorical relations among words and phrases, learning word origins, or studying naming strategies of other cultures. (HTH)

Concludes that when children learned confusable words, their subsequent learning of words was at a faster rate than those children who learned nonconfusable words first, and that high imagery words were learned more quickly than low imagery ones. (FL)

The article lists 50 English/Spanish cognate words (related by descent from the same ancestral language) and provides three strategies for using the words instructionally with Mexican American children. (PHR)

Practical suggestions from teachers include activities for defining new English words, using free association and writing, stocking the sustained silent reading library, and using the compare/contrast strategy for word recognition. (MKM)

Notes that teaching techniques used to "build" vocabulary are not based on the ways most people acquire vocabulary. Discusses the problems and possibilities of expanding students' language usage. (RL)

Reports on a study that investigated both cognitive and affective outcomes of imposing a highly structured, repetitive, teacher-oriented routine for teaching decoding and comprehension upon a traditional basal reading program. (Author/GT)

Explains six tasks which require comprehension of words and which can be used to teach beginning readers. (MKM)

Considers reading research that establishes phonological awareness as a predictor of reading success. Examines the research that seeks to teach phonological awareness to children who lack linguistic sensitivity. Identifies classroom practices that may have merit in encouraging phonological awareness in children. (RS)

Describes a teaching strategy--word sorting--that helps students to develop more accurate and automatized word recognition and spelling ability. Describes a series of word categorization activities in which students compare and contrast various word features or properties. (MG)

The use of Single Concept Cards and Single Concept Card Sentences is presented as a means of helping poor readers or nonreaders improve word recognition. An overview describes the cards, and strategies are offered for teaching the first word or sentence, teaching subsequent words or sentences, and providing reinforcement. (JDD)

Examines some problems and techniques for teaching prefixes and suffixes at the middle elementary level. States that fewer affixes should be taught, while emphasizing the application of affix knowledge to unfamiliar words. Lists the most common prefixes and suffixes in printed school English for grades three to nine. (MM)