Outlines procedures by which teachers can foster and speed up student vocabulary growth. Discusses three aspects of categorization: word fluency, the list-group-label lesson, and feature analysis. (RL)

Suggests that spelling instruction must go beyond the use of a text or series and that spelling should be impressed on students as an important part of their writing. Proofreading, peer editing of compositions, and other techniques for spelling improvement are discussed. (SJL)

Introduces the use of word sorts as a way of helping children categorize words in helpful ways. (TJ)

Lists 334 words that three frequently used word lists have in common. Of these, 137 are phonically consistent and can be taught using phonics while 197 should be taught by sight-word techniques. (TJ)

Offers a definition for "prefix," contrasts the definition with those found in several reading series, discusses the pedagogical relevance of this definition with reference to problems found in these reading series, and indicates reasons for reevaluating conclusions drawn from previous research on the teaching of word analysis skills. (Author/TJ)

Discusses how young minds come to understandings about how words work, what conditions are necessary for these realizations, and how teachers can help. Discusses instruction that hinders, allows, or helps students' progress. (RS)

Presents an approach to word study instruction, wordsorting, based on recent spelling research. Reviews research that support the conceptual and developmental nature of learning to spell. Presents a conceptual framework consistent with research findings. Explains variations in word sorting activities, describes basic components and extensions, and…

A study analyzed whether a word study instruction based on open sorting would allow children to have more conventions or strategies available for spelling words in their written work. Subjects, all 22 third-grade students in a suburb of a large midwestern city, were given the Qualitative Inventory of Word Knowledge as pre- and posttests. Three…

This article illustrated ways in which language itself contributes to man's understanding of himself. (Editor/RK)

Following a discussion of the general requirements for a vocabulary development program, this paper presents an instructional design for vocabulary development. The five sections of the design that are discussed include (1) vocabulary from context; (2) word structure; (3) roots, affixes, and affixation processes; (4) alternative language; and (5)…

A study compared two groups of second grade children (one receiving code-emphasis reading instruction and the other receiving eclectic reading instruction) on their ability to generate target words deleted from sentence frames, given minimal graphemic information. Target words were either a high-frequency word or low-frequency synonym while…

This teacher's guide for teaching decoding contains suggestions for teaching letter sounds and short vowel trigrams; words and syllables with long vowels; consonant blends and some digraphs; some common prefixes, suffixes, and irregular word parts; and dipthongs and vowel digraphs. Each of the five chapters contains several skills to be taught.…

A GUIDE FOR PLANNING SPECIFIC INSTRUCTION FOR DEVELOPING INDEPENDENT WORD ATTACK PRESENTS THE SKILLS NECESSARY FOR MASTERING SIGHT VOCABULARY, WORD RECOGNITION, AND THE USE OF THE DICTIONARY. SPECIFIC DEFINITIONS OF TERMS AND EXAMPLES OF TEACHING TECHNIQUES WITH THE SEQUENCE OF INSTRUCTION FOR THE DEVELOPMENT OF PHONETIC AND STRUCTURAL ANALYSIS…