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Ms. Jones,

Nice source thank you for sharing!

>>> [log in to unmask] 2/19/2007 7:07 PM >>>
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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