Advocates the use of incidental vocabulary learning to assist students in vocabulary expansion and reading comprehension. Addresses the issues of the number of words students would have to know to make substantial gains and what type of word knowledge is necessary to facilitate reading comprehension. (ML)

Provides suggestions for teaching multisyllable words to remedial readers, incorporating romantic fiction into a reading program, and using content writing activities in a biology class. (HOD)

Argues that new vocabulary words should be presented in concept clusters and related to prior knowledge to facilitate organization in memory. Presents a sample lesson for science vocabulary. (HOD)

This software product teaches reading skills beyond simple word recognition. The accompanying twelve printed lesson plans are designed to complement the reading skills with other methods and areas of emphasis including kinesthetic learning, listening skills, decision making skills, syntactic understanding, word analysis, dictionary skills, and…

This software product uses word and picture association, matching, fill in the blank, and sentence construction that focus on making the user (K-3 students) a competent whole sentence reader in English or Spanish. The accompanying printed lesson plans are designed to complement the reading skills with other methods and areas of emphasis including…

This book, one of four in the Teaching Reading Collection, presents the "best of the best" classroom-tested ideas, approaches, and practical applications for helping students learn about words. The articles have been drawn from the journal "The Reading Teacher" from 1993-1999. The ideas and strategies are intended to provide possible building…

As many schools are adapting to an ever-increasing broad range of learners, it becomes more important than ever to develop instruction to respond to these academically diverse students. Without differentiated reading instruction, some children will fall further behind, while others will be left unchallenged. This book presents the Small-Group…

Reports evidence that some students have reading problems because of instructional emphasis on reading as "exact word reproduction," or of student tendencies to focus too keenly on word-attack skills. (RL)

Describes the nature of the developmental spelling continuum. Considers the common instructional concerns of word selection, yearly and weekly routines, and organizing to meet the needs of poor spellers against the developmental backdrop. (MG)

This paper presents two case studies that illustrate the multiple uses of word sorts, a word study phonics technique. Case study children were Sara, a second grader, who had difficulty with reading basic words and John, a third grader, who had difficulty with spelling basic words. Multiple baseline designs were employed to study the effects of…

The authors advocate that a high-quality curriculum is an important first step toward good teaching and successful learning. Good curriculum comes from knowing what students can do, can almost do, and need to learn how to do as readers, writers, and language users. In this book, the authors combine their experience and learning in literacy…

Research-based instructional priorities in word recognition are considered as a framework for designing instruction for diverse learners. The framework involves teaching prerequisite skills in combination with word recognition instruction, teaching alphabetic understanding (i.e., letter-sound correspondence) in combination with word recognition,…

A study examined the usefulness of two rules of syllabification: (1) if the first vowel or vowel digraph in a word is followed by two consonants that are not parts of a consonant digraph, the first syllable ends with the first of the two consonants, such as, nor-mal; and (2) if the first vowel or vowel digraph in a word is followed by a single…

Automaticity training was provided to an experimental group of eight high school sophomores whose reading achievement fell below the seventy-fifth percentile on the New Jersey Minimum Basic Skills Test to determine the effect of such training on reading comprehension. The 16 subjects (experimental and control groups) were pretested using the Gates…