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)

A major task of teachers at all levels is to help students recognize that a great number of the words in our language have many meanings and that a particular word often conveys different meanings to different persons. (Author)

Cites a number of references from linguists and other researchers about the relative unimportance of knowing where to divide words according to rules. Offers alternative ideas for teaching syllabication. (FL)

Designed to motivate word study in fifth graders, this learning center includes five separate stations with activities in etymology and language study. (SJL)

Describes a model that distinguishes seven types of meaning that can function in reading: discoursal, lexical, morphological, propositional, syntactic, rhetorical, and functional. (MKM)

Suggests creative ways to interest students in the "magic" of words through word game activities. (DF)

Describes how, by systematically creating new words from known ones, remedial readers can improve their word attack skills. (DD)

Suggests categorization of words as an alternative to traditional word study. (MKM)

Evaluates empirically a skill-oriented approach to teaching word attack such as that prescribed by the Wisconsin Design for Reading Skill Development with the desired outcome of functional reading ability. (HOD)

Examines the use of etymological analysis when reading new words, demonstrating the limitations inherent in such analysis. (JM)

Discusses approaches for helping upper elementary-age children learn about words through integrated study of spelling, grammar, and meaning. Describes what word study is, discusses word study in an integrated language arts unit (providing several examples), and offers reasons for including word study in a language arts program. (SR)