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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 >> >> >> >> ~~~~~~~~~~~~~~~ >> >> 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] >> > > ~~~~~~~~~~~~~~~ > 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]