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Yes. If you can teach vocabulary in a meaningful context, it is much more 
beneficial to learning. We know that teaching lists of words is not an 
effective strategy, but a way to encourage students to memorize and dump. 
Teaching more generative vocabulary strategies, such as using words in 
speech and making connections between multiple words, is a more appropriate 
life-long vocabulary learning approach.

Michelle Andersen Francis
Academic Skills Center Coordinator
Western Nevada Community College
Carson City, NV
----- Original Message ----- 
From: "Susan Jones" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Monday, February 19, 2007 4:07 PM
Subject: Re: vocabulary development


> 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
>
>
>
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