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http://www.ldonline.org/article/5759 http://www.resourceroom.net/comprehension/idavocab2004.asp I saw some neat things done with anchored instruction at the Technology, Reading and Learning Diversity conference, too. THe most important thing to realize is that opening info in the LD ONline article. Most "vocab instruction" is horribly ineffective, *especially* for our students who often' don't "think in language." One of my most valued "parent comments" from my sixth-grade teaching days was the comment that "Alana has started asking about words. She never did that before." My slowed-down-and-concentrated plan was working, IMHO, even if we were covering half the words. Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 [log in to unmask] Webmastress, http://www.resourceroom.net http://bicyclecu.blogspot.com >>> "Ramage, Travis" <[log in to unmask]> 2/15/2007 5:08 PM >>> Katy, I asked our reading specialist for her insights. Here is what she provided... The Houghton Mifflin College Reading Text series has companion vocabulary books that stand alone. I use the Quack videos from Teacher's Discovery in that they are very engaging to my students and they prove invaluable in demonstrating that the pre-test scores improve dramatically when the post-tests are conducted after watching the videos even once! (That takes me into my mantra indicating "for application to become automatic, new vocabulary words require an average of twenty-seven exposures.") Phil Eisenhower (also Teacher's Discovery) wrote a delightful text: Vicious Vocabulary" using invectives. Again this appeals to my students and motivates them to do the work to learn. Once I have them hooked on vocabulary, I can use almost anything to individualize instruction. MSNBC.com has some rather bizarre stories on animal oddities that make excellent informal checks for fluency and rate when read aloud by students. Ted Nancy's book, Letters from a Nut, also makes some fun choral reading. Hope this helps! Paulette Ponick I have to strongly support the Quack! videos that Paulette referenced. We just used the video in our Study Skills this afternoon that we team-teach for students on academic probation. We did a pre- and post-test of 20 words using the video. Most students improved their score by an average of 10 words. I took also took the test and improved by 6. :-) Travis Ramage Coordinator of Adult Student Services/ Academic Success Program UW-Barron County 1800 College Drive Rice Lake, WI 54868 Phone: (715) 234-8176 #5438 Fax: (715) 234-8024 E-mail: [log in to unmask] Website: www.barron.uwc.edu -----Original Message----- From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of Riehle, Kathleen Sent: Monday, February 12, 2007 8:43 PM To: [log in to unmask] Subject: vocabulary development Hi all, I am conducting research about vocabulary development for college developmental reading classes. What literature should I be looking at to determine the best method for helping students improve their vocabulary? Thanks, Katy ~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to change your subscription options (including subscribe/unsubscribe), point your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html To contact the LRNASST-L owner, email [log in to unmask] ~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to change your subscription options (including subscribe/unsubscribe), point your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html To contact the LRNASST-L owner, email [log in to unmask] ~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to change your subscription options (including subscribe/unsubscribe), point your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html To contact the LRNASST-L owner, email [log in to unmask]