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However, reading things you don't understand (because you don't know the
vocabulary, in some cases) doesn't help much.

Our students often have coping strategies to create the appearance of
reading that collapse entirely in the college setting. "More reading"
isn't really reading; it's applying those strategies to text for
survival of the situation, as opposed to learning the material (also an
elusive thing to define).

In my experience (and backed by research, but the link to one strongly
supportive article is eluding me) students need *both* intensive work
with words and practice reading. The challenge is creating intensive
work that involves the imagination and intelligence instead of "find the
sentence with that word and copy it, and change a word or two, and
they'll think you understand." Some of these folks are *experts* at cut
and paste from Sparknotes with a few word substitutions... and no, they
have not read it at all and couldn't give you the beginning of an
inkling of what it says. I've sometimes been successful at talking to
them about the text enough to get them to engage in it a little
(suggesting they look at a certain sentence or paragraph), but it is
frustrating because they are extremely interested in sucking the
necessary information from what I am saying rather than reading it
themselves... but they don't know how.


Susan Jones
Academic Development Specialist
Center for Academic Success
Parkland College
Champaign, IL 61821
217-353-2056
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Webmastress,
http://www.resourceroom.net
http://www.bicycleuc.wordpress.com



 >>> >>> Pamela Krueger <[log in to unmask]> 11/29/2010
12:53 PM >>>
I agree with the person who mentioned that the best way to increase
reading vocabulary is by reading. In addition, a very quick way to
increase vocabulary is to learn Latin root words, prefixes, suffixes,
and Greek word parts. These types of words make up a very large
percentage of words in English and are the types of words found in
textbooks. There are many books that outline which word parts are the
easiest and most valuable to teach first.


Pam Krueger
English Learning Assistant, Adjunct Instructor
Bismarck State College
PO Box 5587
Bismarck ND 58506-5587
701-224-5615




-----Original Message-----
From: Open Forum for Learning Assistance Professionals
[mailto:[log in to unmask]] On Behalf Of Donna Hill
Sent: Monday, November 29, 2010 11:04 AM
To: [log in to unmask]
Subject: Question on teaching vocabulary

Our vice president in charge of Adult Ed forwarded me the following
email asking if I had any suggestions. He'd like to set up some type of
professional development for his instructors on teaching vocabulary.
Anybody have any ideas?

 >> >> Blake, It is an observation with our students, they do not have
the VOCABULARY knowledge when studying for the GED test's Science,
Social Studies & Language Arts, Reading sections THEN, those that are
preparing for the COMPASS test. They come across words that they just do
not know. For example, these come from the PE version of the Practice Test:
melancholy
constituent
immobilized
hybrid
abolitioist
tolerance
effacement
prospective

Is there a system for teaching vocabulary/lists of
suggested-words-one-might-need-to-know for high school/college level?<<

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