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However, I am equally frustrated by exercises which require a student to
use words in speech and writing and make connections between multiple
words which they don't yet understand.  They learn odd little strategies
for getting "correct" answers (or not), but they're not actually
processing the meanings of those words or developing their language.  
   For a lot of our students, especially the ones who need to develop
habits of thinking verbally and using the ol' left side of the brain, it
takes longer than we'd like.  IMO it's usually worth slowing down and
doing more thoroughly, in a large part because it prevents that other
lesson from being reinforced:  "You cna go through the motions, but you
aren't *learning* anything."  

Susan Jones
Academic Development Specialist
Academic Development Center
Parkland College
Champaign, IL  61821
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Webmastress,
http://www.resourceroom.net
http://bicyclecu.blogspot.com


>>> Michelle Francis <[log in to unmask]> 2/20/2007 11:42 AM >>>
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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