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Susan-
Yes. you are right. It takes students a long time to learn new words. More 
exposures then we would like to give them (especially in shortened college 
courses). Maybe the answer lies in less words at a deeper level.

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: Wednesday, February 21, 2007 10:58 AM
Subject: Re: vocabulary development


> 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
> [log in to unmask]
> 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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