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What do you mean by "reading skills" when you say "if students' reading
skills improved, their vocab would as well" ?

One of my favorite routines teaching dyslexics was having them answer
questions like "what would a belligerent person be likely to say?" --
with the definition in front of them. One of my students like drawing
examples, and managed to frame almost every vocabulary word into some
kind of scenario involving police and doughnuts. (If I'd *tried* to
figure out that kind of challenge, I'm sure he'd have resisted, but I
"let" him do that ;)) Or, I'll have them apply a vocab. word to a
picture as a scaffold. "What makes you think this would be a reticent
person?" Of course, that kind of thinking is also *exactly* what they're
expected to learn to do while they're reading, but since we've just
talked about (and I've 'acted out') reticence, then they get to make a
much smaller cognitive leap.

Susan Jones
Academic Development Specialist
Center for Academic Success
Parkland College
Champaign, IL 61821
217-353-2056
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 >>> >>> "Salsburg, Judi (Transitional Studies)"
<[log in to unmask]> 11/29/2010 12:10 PM >>>
Colleagues--

This is a great question and one I struggled with as a teacher for many
years. I can't be certain because I really don't know anything about the
cohort to which you are referring, but I have a strong hunch that the
lack of vocabulary knowledge is but one symptom of being a struggling
reader. Chances are pretty good that if students' reading skills
improved, their vocab would as well.

That said, I use the following strategies with my students: 1. Make sure
the word has some kind of context, so there is authentic application and
not just a list of words to memorize; 2. KIM Chart--a three column sheet
with the Keyword, Information about the word (definitions, synonyms, for
instance), and Memory, a way to remember the word, such as a picture; 3.
Concept Cards--not to be mistaken for a flashcard, Concept Cards answer
questions like What is it? What is it like? Examples? And then students
write the word in a sentence that is meaningful to them; 4. Use the word
or term in conversation and writing.

Good luck!

Judi Salsburg Taylor
Associate Professor
Monroe Community College
Rochester, NY 14623
(585)292-3275

-----Original Message-----
From: Open Forum for Learning Assistance Professionals
[mailto:[log in to unmask]] On Behalf Of Donna Hill
Sent: Monday, November 29, 2010 12:04 PM
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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