This study examined the influence of semantic consistency (meaningfulness) and anomaly on the learning of three types of syntactic pairs. The results showed that meaningful pairs are learned with fewer errors than anomalous pairs. (Author)

Discusses what children know--and don't know they know--about the linguistic concept of the word, with implications for teaching. (DD)

A recent study of neologisms has restated the prominent position of the lexicon from a linguistic point of view. From the perspective of language teachers, it is evident that an adequate vocabulary plays a crucial role in the ability to communicate in a foreign language. The fact that the lexicon is a major component of a language has caused the…

Discusses the uses and advantages of pictorial schemata in teaching vocabulary to second language learners. The advantages are that the learner is encouraged not only to deal with lexical ordering but also to look for such ordering when learning the language outside the classroom. Describes how to design a schemata. (SED)

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)

The purpose of this study was to determine if differences existed between second- and fifth-grade students' word recognition errors, and if differences existed between the word attack strategies utilized by them. Using the Informal Reading Inventory, a random sample of twenty-five second graders and twenty-five fifth graders was taken from three…

Studies effects of an instructional program for deriving word meanings from context and through morphological analysis for primary school students with poor-to-average reading comprehension. Shows that it has a significant effect on the ability of students to derive word meanings, but found little evidence of transfer to general reading…

Intended to (1) provide new data and reconceptualizations relevant to evolving debates, (2) present summaries of current theoretical positions, and (3) in some cases, to juxtapose radically different opinions in a rapidly growing field, this volume offers a number of views on topics concerning visual word recognition. In chapter 1, Thomas H. Carr…

This is a summary of a workshop on teaching second language vocabulary. The following were discussed: (1) the need to teach vocabulary in context; (2) the need for vocabulary selection; (3) active vs. passive vocabulary; (4) the presentation of meaning (including denotation, connotation, idioms, and cognates); (5) the rate of vocabulary…

Intended for use with grades three and four, this curriculum unit developed by the Oregon Elementary English Project attempts to (1) develop an interest in, respect for, and curiosity about words; (2) expose students to the concept that when we know a word we know its meaning, pronunciation, and relationship to other words; (3) build language…

Developed by the Oregon Elementary English Project, these two sections are part of a unit on words. The first section, consisting of 5 lessons, aims to make the student aware of (1) words as an integral part of the language and (2) the tremendous number of words he already knows and can use. The second section, "What We Know about…

Describes two experiments that examined word recognition processes of second, fourth, and sixth graders. Shows that older children use meaning frequency to narrow the amount of information kept active following word recognition. (HOD)

Forty-four junior high school students were randomly assigned to two vocabulary instruction treatments. One treatment used context-rich, three-sentence passages as sources for target word definition. The other, the semantic mapping treatment, entailed learning new words by identifying the similarities and differences with related, known words.…

This book, intended for use in high school and junior college classes, is designed to introduce students to word study, with special emphasis on the use of the dictionary. The materials can be used for a full semester or longer, in various sections of an English class, or in private study. The author gives special emphasis to three particular…