Vocabulary Instruction in Elementary Schools
Greetings. The following materials are intended to provide an introduction to vocabulary instruction in elementary schools. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Zeynep B. Erdiller
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
NCITE Research Synthesis: Vocabulary Acquisition
The Clarifying Routine Elaborating Vocabulary Instruction
Everyone a Reader
Vocabulary University
Vocabulary Instruction: A New Approach to Learning"
Vocabulary Instruction and Reading Comprehension. ERIC Digest
Vocabulary Instruction through Hypertext
Vocabulary and Spelling: Do Your Students Say 'Boring'?
Practical Teaching Ideas on Vocabulary/Spelling
Citations from the ERIC Database
AN: ED456459
AU: Stahl,-Steven; Kapinus,-Barbara
TI: Word Power: What Every Educator Needs To Know about Teaching Vocabulary. NEA Success in Reading Series.
CS: National Education Association, Washington, DC.
PY: 2001
AV: NEA Professional Library, 1201 16th St NW, Washington, DC 20036, (Stock No. 2050-2-00-C4). Tel: 800-229-4200 (Toll Free); Web site: http://www.nea.org/books.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DL: http://www.edrs.com/members/sp.cfm?AN=ED456459
DEM: *Content-Area-Reading; *Teaching-Methods; *Vocabulary-Development
DER: Elementary-Secondary-Education; Learning-Strategies; Thinking-Skills
AB: A good vocabulary is one of the major building blocks for success in reading, and every content area has vocabulary to master. This book offers K-12 classroom teachers proven techniques for effective vocabulary instruction. The learning strategies described in the book will help students develop thinking skills that involve analysis, comparison and contrast, organization of information, and application of information. Chapter 1 suggests ways to enhance vocabulary through reading. Chapter 2 describes strategies that students can eventually use on their own as they take charge of their own vocabulary development. Chapter 3 discusses strategies to help students understand how words function in communication and figurative language. (Contains 20 references and lists 16 recommended resources.). (RS)
AN: EJ626408
AU: Marinellie,-Sally-A.
TI: What Does "Apple" Mean? Learning To Define Words.
PY: 2001
SO: Young-Exceptional-Children; v4 n2 p2-11 Win 2001
DEM: *Definitions-; *Disabilities-; *Language-Acquisition; *Language-Skills; *Teaching-Methods; *Vocabulary-Development
DER: Child-Development; Developmental-Stages; Elementary-Education; Preschool-Children; Young-Children
AB: This article discusses the importance of learning to define a word. It provides a brief background on the contribution of the definitional skills to communication and school success, information on children's development of definitions, and teacher and family strategies for enhancing young children's definitions in relation to other skills. (Contains references.) (CR)
AN: ED453515
TI: Promoting Vocabulary Development: Components of Effective Vocabulary Instruction. 2000 Edition. Texas Reading Initiative.
CS: Texas Education Agency, Austin.
PY: 2000
AV: Publications Distribution Office, Texas Education Agency, P.O. Box 13817, Austin, TX 78711-3817.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED453515
DEM: *Content-Area-Reading; *Learning-Strategies; *Reading-Skills; *Vocabulary-Development; *Vocabulary-Skills
DER: Classroom-Techniques; Elementary-Secondary-Education; Instructional-Effectiveness; Student-Needs
AB: In spite of its obvious importance to academic success, vocabulary development has received little instructional attention in recent years. But finding ways to increase students' vocabulary growth throughout the school years must become a major educational priority. The purpose of this booklet is to help educators and administrators make vocabulary development an important part of instruction. The booklet is divided into three parts. In the first part, the focus is on some of the obstacles that can make vocabulary development a difficult task. The second part provides an overview of the components of effective vocabulary instruction and discusses how these components can help students overcome the major obstacles to vocabulary growth. Part three describes some specific techniques that are especially useful in teaching word meanings as concepts, particularly in the content areas. As "vocabulary" is used in the booklet, the term refers to the reading vocabulary--the body of words students must know if they are to read increasingly demanding text with fluency and comprehension. The booklet does not address issues of decoding and of acquiring sight words--the focus is on how students acquire meanings and understandings of new words and concepts. (Includes 60 notes; contains 56 references.) (NKA)
AN: EJ622809
AU: Barton,-James
TI: Teaching Vocabulary in the Literature Classroom.
PY: 2001
SO: English-Journal; v90 n4 p82-88 Mar 2001
NT: Theme: And Language for All.
DEM: *English-Instruction; *Literature-Appreciation; *Vocabulary-Development
DER: Class-Activities; Elementary-Secondary-Education; Language-Arts; Lesson-Plans; Reading-Instruction; Vocabulary-Skills
AB: Advocates concept-related vocabulary instruction, in which students link individual words with larger literature concepts. Outlines four steps to creating a concept-related vocabulary lesson. Offers examples of how concept-related vocabulary lessons can be conducted while reading, before reading, and after reading. Outlines web, weave, and thermometer structures for vocabulary organization. Discusses integrating vocabulary instruction into the literature curriculum. (SR)
AN: ED449519
AU: Long,-Nicole-Amber
TI: Promoting Vocabulary Development in Your Classroom.
PY: 2000
NT: Master of Arts Thesis, Biola University.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED449519
DEM: *Reading-Comprehension; *Vocabulary-Development; *Vocabulary-Skills
DER: Classroom-Techniques; Elementary-Education; Literature-Reviews
AB: After reviewing the literature, this paper seeks to show the importance and significance of direct vocabulary instruction on students' critical literacy skills; specifically, reading comprehension. Although some may suggest that the greatest amount of vocabulary growth occurs through incidental word learning in wide reading, research indicates that, "direct instruction in word meaning [is] an important vehicle for vocabulary learning (Anderson & Nagy, as cited in Harmon, 1992, p. 306). Being that word knowledge is highly correlated to successful reading and comprehension, it is crucial that teachers equip students with methodological tools to be employed upon encountering unknown words. Anderson and Nagy (1992, as cited in Harmon, 1999) "calculated that the average students in elementary school and high school learn about 2,000 to 3,000 new words each year" (p. 306). This astounding number of words reinforces the concept that not all words will be fully understood and retained through wide reading. There are strong reasons for a principled approach to vocabulary instruction. First, there are calculated and systematic approaches for discerning which skills and words a teacher should focus upon. Second, there are guided and meaningful classroom application activities to reinforce the words and strategies. And third, research indicates that developing students' vocabulary skills correlates with success in all areas of curriculum (Ediger, 1999). The key to success in vocabulary development is geared toward the active process of learning and ultimately the facilitation of a richer listening, speaking, reading, and writing vocabulary. Contains 56 references. (Author/RS)
AN: EJ606261
AU: Gifford,-Ann-Porter
TI: Broadening Concepts through Vocabulary Development.
PY: 2000
SO: Reading-Improvement; v37 n1 p2-12 Spr 2000
DEM: *Instructional-Innovation; *Reading-Instruction; *Teacher-Improvement; *Vocabulary-Development; *Vocabulary-Skills
DER: Elementary-Secondary-Education; Teaching-Methods
AB: Broadens some of the techniques that assist teachers in the direct instruction of vocabulary development. Presents strategies that experienced teachers have used but may have forgotten. Encourages teachers to take a new refreshing look at vocabulary skills that can assist teachers in developing a balanced reading program as they foster vocabulary development through both direct and indirect instruction in reading. (SC)
AN: EJ604669
AU: Allen,-Janet
TI: Word Matter Tensions.
PY: 2000
SO: Voices-from-the-Middle; v7 n4 p4-8 May 2000
NT: Theme: Vocabulary: Making Words Matter.
DEM: *Vocabulary-Development
DER: Elementary-Secondary-Education; English-Instruction; Language-Arts; Language-Attitudes; Middle-Schools; Reading-Attitudes; Reading-Instruction; Student-Attitudes
AB: Argues that what really matters in vocabulary development is that students come to love words, know that words have power, and develop for themselves a range of language choices. Argues that this can be brought about in classrooms with effective practice for vocabulary instruction: extensive reading, meaningful word study, and diverse opportunities for students to use language in ways that are important to them. (SR)
AN: EJ599885
AU: Harmon,-Janis-M.; Hedrick,-Wanda-B.; Fox,-Elizabeth-A.
TI: A Content Analysis of Vocabulary Instruction in Social Studies Textbooks for Grades 4-8.
PY: 2000
SO: Elementary-School-Journal; v100 n3 p253-71 Jan 2000
DEM: *Content-Analysis; *Social-Studies; *Textbook-Content; *Textbook-Evaluation; *Vocabulary-Development
DER: Elementary-Education; Textbook-Publication; Verbal-Development; Vocabulary-Skills
AB: Investigated the nature and representation of vocabulary instruction in the teachers' edition of social studies textbooks for grades four through eight. Found that although publishers realized the importance of vocabulary, they continued to include vocabulary activities that represent traditional rather than higher order ideas about how to support vocabulary learning in the teaching of social studies. (Author)
AN: EJ575089
AU: Rupley,-William-H.; Logan,-John-W.; Nichols,-William-D.
TI: Vocabulary Instruction in a Balanced Reading Program.
PY: 1999
SO: Reading-Teacher; v52 n4 p336-46 Dec-Jan 1998-1999
DEM: *Reading-Improvement; *Reading-Instruction; *Vocabulary-Skills
DER: Class-Activities; Elementary-Education; Vocabulary-Development
AB: Explores the role of vocabulary in reading development and suggests some classroom-tested approaches for nurturing students' vocabulary development and interest. Discusses vocabulary growth, vocabulary and concept development, and active processing of vocabulary. Discusses applications and examples of active-process vocabulary instruction, offering classroom techniques that illustrate several vocabulary strategies. (SR)
AN: EJ570179
AU: Klingner,-Janette-K.; Vaughn,-Sharon
TI: Using Collaborative Strategic Reading.
PY: 1998
SO: TEACHING-Exceptional-Children; v30 n6 p32-37 Jul-Aug 1998
DEM: *Cooperative-Learning; *Learning-Disabilities; *Reading-Comprehension; *Vocabulary-Development
DER: Classroom-Techniques; Elementary-Secondary-Education; Study-Skills; Teacher-Role; Teaching-Methods
AB: Describes collaborative strategic reading (CSR), a technique for teaching students, such as those with learning disabilities, reading comprehension and vocabulary skills in a cooperative setting. Covers teaching the four strategies of CSR (preview, click and clunk, get the gist, and wrap up), as well as teaching students cooperative learning group roles, and monitoring groups. (DB)
AN: EJ559421
AU: Towell,-Janet
TI: Fun with Vocabulary.
PY: 1998
SO: Reading-Teacher; v51 n4 p356-58 Dec-Jan 1997-1998
DEM: *Vocabulary-Development
DER: Class-Activities; Elementary-Education; Reading-Instruction
AB: Uses an acrostic of the word "vocabulary" to present enjoyable and effective strategies and activities for vocabulary instruction with elementary students. (SR)
AN: ED414256
AU: Monroe,-Eula-Ewing
TI: Using Graphic Organizers To Teach Vocabulary: How Does Available Research Inform Mathematics Instruction?
PY: 1997
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED414256
DEM: *Elementary-School-Mathematics; *Mathematics-Instruction; *Secondary-School-Mathematics; *Vocabulary-Development
DER: Concept-Formation; Content-Area-Reading; Elementary-School-Students; Elementary-Secondary-Education; Fundamental-Concepts; Secondary-School-Students; Teaching-Methods
AB: This study reviewed the literature on graphic organizers to investigate effective ways to teach the vocabulary of mathematics, noting that mathematics is recognized as the most difficult content area reading material. The literature indicates that effective use of graphic organizers can help develop conceptual understanding by promoting student involvement and emphasizing deep processing of words. Graphic organizers serve as retrieval cues for information and facilitate higher level thinking. Researchers have found graphic organizers particularly effective for teaching technical vocabulary, though their use may require an existing schema for the concept under study. One research study combined a discussion model for understanding new words (Frayer, Frederick & Klausmeier, 1969) with Concept of Definition (Schwartz, 1988), a graphic form with similar features. Researchers implemented this adapted model with fourth graders in a measurement unit. When tested against a definition-only model, it effectively increased the use of mathematical vocabulary in student writing. Four issues needing further study are: (1) which research designs provide the best information regarding the efficacy of graphic organizers in teaching mathematics vocabulary; (2) which graphic organizers effectively teach mathematics vocabulary; (3) how graphic organizers compare to other methods of teaching mathematics vocabulary at various grade levels; and (4) what strategies best help teachers incorporate the use of graphic organizers into their instruction. (Contains 17 references). (SM)
AN: ED412506
AU: Smith,-Carl-B.
TI: Vocabulary Instruction and Reading Comprehension. ERIC Digest.
CS: ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.
PY: 1997
AV: ERIC Clearinghouse on Reading, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 150, Bloomington, IN 47408-2698.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED412506
DEM: *Content-Area-Reading; *Language-Arts; *Reading-Comprehension; *Reading-Strategies; *Vocabulary-Development; *Vocabulary-Skills
DER: Elementary-Secondary-Education; Instructional-Effectiveness; Reading-Improvement
AB: Based on the idea that word knowledge has particular importance in literate societies, this Digest finds that most people feel that there is a common sense relationship between vocabulary and reading comprehension, i.e., messages are composed of ideas, and ideas are expressed in words. The Digest considers several viewpoints on teaching vocabulary, offers some strategies for vocabulary teaching, and suggests some sources for further reading about vocabulary instruction and reading comprehension. (NKA)
AN: ED410560
AU: Pavelka,-Patricia
TI: Making the Connection: Learning Skills through Literature (3-6).
PY: 1997
AV: Crystal Springs Books, 10 Sharon Road, P.O. Box 500, Peterborough, NH 03458-0500.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DEM: *Childrens-Literature; *Reading-Instruction; *Reading-Skills; *Vocabulary-Development
DER: Classroom-Environment; Elementary-Education; Student-Motivation; Student-Needs; Teaching-Guides; Teaching-Methods
AB: Basing skills instruction on the multitude of books available to children, this book connects all the necessary reading skills to literature which will stimulate and motivate students in grades 3-6. Teachers can use the book as a blueprint for reading instruction or as a stepping-off point for a creative literature-based program. Part I of the book talks about teaching through meaningful contexts, creating a print-rich environment, components of a process classroom, and teaching to students' needs. Part II presents techniques to advance comprehension and vocabulary development. Part III of the book gives examples of how to teach specific skills to students, and each skill is covered by activities based on one of more specific children's books. Part IV discusses ways to accommodate for different abilities in the classroom, and includes a list of high-interest, age-appropriate books for "struggling" learners. (RS)
AN: EJ538524
AU: Robb,-Laura
TI: Reading Clinic.
PY: 1997
SO: Instructor-; v106 n5 p26-28 Jan-Feb 1997
DEM: *Phonics-; *Reading-Skills; *Vocabulary-Skills; *Word-Study-Skills
DER: Class-Activities; Elementary-Education; Reading-Instruction; Teaching-Methods; Vocabulary-Development
AB: Describes how one elementary educator teaches word study strategies that enlarge students' understanding of phonics and vocabulary. A primary level activity has students create a thematic word wall. An intermediate level activity has students conduct a new word hunt. A reproducible student page helps students sort words by sound. (SM)
AN: ED396271
AU: Hodapp,-Joan-B.; Hodapp,-Albert-F.
TI: Vocabulary Packs and Cued Spelling: Intervention Strategies.
PY: 1996
NT: Paper presented at the Annual Convention of the National Association of School Psychologists (28th, Atlanta, GA, March 12-16, 1996).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED396271
DEM: *Instructional-Effectiveness; *Reading-Comprehension; *Reading-Strategies; *Vocabulary-Development
DER: Cues-; Elementary-Education; Parent-Role; Peer-Teaching; Teaching-Methods
AB: This paper discusses two reading comprehension strategies for teachers to incorporate into their teaching methods. The paper reviews research and suggests techniques to support these strategies, vocabulary packs and cued spelling. Vocabulary packs, an effective strategy to increase reading comprehension, allow students to work independently on building mastery of key words and expressing those words in coherent and accurate sentences. Cued spelling, a technique that students can use with peers or parents, promotes mastery by motivated practice and memory cues selected by students. Teachers can use progress monitoring techniques to measure the effectiveness of these strategies for their students. (A 10-step procedure for cued spelling is appended; contains 9 references.) (Author/CR)
AN: ED386861
AU: Baker,-Scott-K.; and-others
TI: Vocabulary Acquisition: Curricular and Instructional Implications for Diverse Learners. Technical Report No. 14.
CS: National Center To Improve the Tools of Educators, Eugene, OR.
PY: 1995
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED386861
DEM: *Educational-Principles; *Instructional-Design; *Language-Impairments; *Vocabulary-Development; *Word-Study-Skills
DER: Cultural-Differences; Curriculum-Development; Elementary-Secondary-Education; Language-Acquisition; Learning-Disabilities; Learning-Problems; Learning-Strategies; Low-Achievement; Reading-Difficulties; Reading-Instruction; Teaching-Methods
AB: A curricular and instructional framework for increasing the vocabulary skills of diverse learners is described. Areas of convergence in research literature on vocabulary learning and diverse learners are noted, and two recommendations based on these areas of convergence are offered: interventions to address the vocabulary delays of diverse learners should align goals for depth of word knowledge with instructional techniques; and interventions to increase vocabulary knowledge of diverse learners should move systematically toward ensuring that students become independent word learners. Five principles of instructional design are then discussed: conspicuous strategies, strategic integration, mediated scaffolding, priming background knowledge, and judicious review. For diverse learners, it is suggested that vocabulary instruction helps in learning many words at the level of verbal association and fewer words at the level of partial and full concept knowledge. Vocabulary instructional approaches which apply the principles of instructional design are considered, such as semantic mapping, computer assisted instruction, student practice of words that have been learned in multiple subject areas or learning contexts, using external supports and materials during initial learning, helping students draw on their personal experiences to understand new information, and reviewing previously learned words. (Contains 18 references.) (SW)
AN: ED386860
AU: Baker,-Scott-K.; and-others
TI: Vocabulary Acquisition: Synthesis of the Research. Technical Report No. 13.
CS: National Center To Improve the Tools of Educators, Eugene, OR.
PY: 1995
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED386860
DEM: *Language-Acquisition; *Language-Impairments; *Performance-Factors; *Vocabulary-Development; *Word-Study-Skills
DER: Cultural-Differences; Elementary-Secondary-Education; High-Achievement; Learning-Disabilities; Learning-Problems; Low-Achievement; Reading-Achievement; Reading-Difficulties; Reading-Instruction; Reading-Research; Remedial-Instruction; Teaching-Methods
AB: Recent research on vocabulary development is reviewed, highlighting issues related to diverse learners. The review included studies of students who are low performers; learning or reading disabled; remedial readers; high achievers; and students who are culturally disadvantaged, language delayed, and linguistically diverse. Areas of convergence in the research literature on vocabulary acquisition are identified: vocabulary size differences among students; factors that contribute to individual differences in vocabulary development, including generalized linguistic differences, memory deficits, and poor word learning strategies; successful methods to improve the vocabularies of students with diverse learning needs; and the relation between vocabulary knowledge and reading achievement. Issues concerning the direct instructional approach to word meanings are discussed, along with the use of semantic mapping/features analysis and keyword and computer-assisted methods. A chart provides information on the studies reviewed, identifying the author(s) and year, number and type of study participants, the vocabulary dimension, and the purpose of the study. (Contains 34 references.) (SW)
AN: ED386685
AU: Bear,-Donald-R.; and-others
TI: Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction.
PY: 1996
AV: Merrill, Order Processing, P.O. Box 11071, Des Moines, IA 50336-1071 ($22).
PR: Document Not Available from EDRS.
DEM: *Phonics-; *Reading-Skills; *Spelling-Instruction; *Vocabulary-Development; *Word-Recognition; *Word-Study-Skills
DER: Class-Activities; Developmental-Stages; Elementary-Education; Teaching-Methods
AB: Based on the research on invented and developmental spelling, this book provides a practical way for teachers to study words with students. The framework of the book is keyed to the five stages of spelling or orthographic development so that it complements the use of any existing phonics, spelling, and vocabulary curriculums. The book presents more than 300 word study activities which are set up to follow literacy development from emergent to more mature, specialized stages. Often presented in a game-like format, these activities are actually mini-lessons that draw upon what students concurrently are learning in developmental reading and writing. Chapters in the book are (1) How Words Are Learned; (2) Words and the Development of Orthographic Knowledge; (3) Getting Started: The Assessment of Orthographic Development; (4) What Is Word Study?; (5) Word Study for Emergent Learners in the Preliterate Stage; (6) Word Study for Beginners in the Letter Name Stage; (7) Word Study for Transitional Learners in the Within Word Pattern Stage; and (8) Word Study for Intermediate and Specialized Readers and Writers in the Syllable Juncture and Derivational Constancy Stages. Contains 107 references. A 109-item glossary and a 74-item list of children's literature for word study are attached. (RS)
AN: EJ503183
AU: Weinrib,-Alice
TI: Teaching Vocabulary: An Annotated Bibliography.
PY: 1994
SO: Mosaic-; v1 n4 p21,13 Sum 1994
DEM: *Instructional-Materials; *Resource-Materials; *Second-Language-Instruction; *Vocabulary-Development; *Vocabulary-Skills
DER: Book-Reviews; Elementary-Secondary-Education; FLES-; Higher-Education; Teaching-Methods
AB: Discusses seven books on vocabulary instruction in second language classrooms: (1) "Working With Words" (Gairns and Redman); (2) "Crossword Puzzles for Beginners" (Mollica); (3) "Vocabulary Posters" (Mollica); (4) "Vocabulary" (Morgan and Rinvolucri); (5) "Teaching and Learning Vocabulary" (Nation); (6) "Words for Students of English" (Rogerson and Menasche); and (7) Vocabulary in Action" (Taylor). (MDM)
AN: EJ468825
AU: Carlisle,-Joanne-F.
TI: Selecting Approaches to Vocabulary Instruction for the Reading Disabled.
PY: 1993
SO: Learning-Disabilities-Research-and-Practice; v8 n2 p97-105 Spr 1993
DEM: *Learning-Disabilities; *Learning-Theories; *Reading-Comprehension; *Reading-Difficulties; *Teaching-Methods; *Vocabulary-Development
DER: Elementary-Secondary-Education; Individual-Differences; Vocabulary-
AB: This article compares four theories relating vocabulary knowledge to reading comprehension and applies these theories to vocabulary development instructional approaches for various types of students with problems in reading comprehension. The four theories are the instrumentalist hypothesis, the aptitude hypothesis, the access hypothesis, and the knowledge hypothesis. (DB)
AN: EJ463726
AU: Stahl,-Steven-A.; Shiel,-T.-Gerard
TI: Teaching Meaning Vocabulary: Productive Approaches for Poor Readers.
PY: 1992
SO: Reading-and-Writing-Quarterly:-Overcoming-Learning-Difficulties; v8 n2 p223-41 Apr-Jun 1992
NT: Mini-Theme: Approaches to Word Recognition for At-Risk Readers.
DEM: *Reading-Difficulties; *Vocabulary-Development
DER: Context-Clues; Elementary-Education; High-Risk-Students; Teaching-Methods
AB: Discusses three approaches to direct instruction in teaching word meanings: deriving word meanings from context; using word parts; and teaching words as parts of semantic groups. Suggests a two-track approach to teaching word meanings, involving teaching general strategies for learning words in a remedial setting and engaging poor readers in active vocabulary discussions in their regular classes. (RS)
AN: EJ446647
AU: Levin,-Joel-R.; and-others
TI: Mnemonic Vocabulary Instruction: Additional Effectiveness Evidence.
PY: 1992
SO: Contemporary-Educational-Psychology; v17 n2 p156-74 Apr 1992
DEM: *Elementary-School-Students; *Learning-Strategies; *Recall-Psychology; *Study-Skills; *Vocabulary-Development
DER: Comparative-Analysis; Context-Effect; Cues-; Elementary-Education; Group-Instruction; Intermediate-Grades; Memorization-; Mnemonics-
AB: Four experiments with 132 seventh graders, 162 eighth graders, 75 fourth graders, and 52 third graders compared the mnemonic keyword method with various other vocabulary learning strategies. Mnemonic keyword students outperformed sentence-context and free-study counterparts and generally outperformed others on tests of vocabulary usage. (SLD)
 Building A Strong Vocabulary: A Twelve Week Plan For Students, Second Edition |
Other Resources (available either for sale or via interlibrary loan)
Title: Promoting vocabulary development: components of effective vocabulary instruction.
Corp Author(s): Texas Education Agency.
Year: 2000
Publisher: Austin, Tex.: Texas Education Agency
Title: Best practices in vocabulary instruction Corp.
Author: Jefferson County Public Schools (Jefferson County, Colo.)
Year: 1998
Publisher: Golden, CO]: Jefferson County Public Schools
Title: Houghton Mifflin spelling and vocabulary. a resource for teaching and planning / Level 5, Teacher's book
Author: Templeton, S.; Pena, R. M.
Year: 1998
Publisher: Boston, MA : Houghton Mifflin
Title: English teacher's book of instant word games
Author: Rice, R.
Year: 1992
Publisher: West Nyack, N.Y.: Center for Applied Research in Education,
Title: Teaching and learning vocabulary
Author: Nation, I.S.P.
Year: 1990
Publisher: Boston : Heinle & Heinle Publishers
Title: A cluster approach to elementary vocabulary instruction
Author(s):Marzano, R. J.; Marzano J.S.
Year: 1988
Publisher: Newark, Del: International Reading Association.
Title: Teaching reading comprehension and vocabulary : a guide for teachers
Author: Klein, M. L.
Year: 1988
Publisher: Englewood Cliffs, N.J. : Prentice Hall
Title: Teaching vocabulary to improve reading comprehension
Author: Nagy, W. E.
Year: 1988
Publisher: Urbana, Ill.: ERIC Clearinghouse on Reading and Communication Skills : National Council of Teachers of English; Newark, Del. : International Reading Association
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