Empirical results show that frequently the meaning of expressions used by students in expressing their understanding of subject matter does not correspond to the meaning of those expressions in the subject matter theory that the students are expected to learn. There is also often a lack of identity of meaning between the same students' use of the…

A program for teaching relational vocabulary in classroom settings has three receptive steps for identifying the target word and three expressive steps for using the target word. These methods focus on the systematic modification of both example presentation (including non-defining characteristics and situational distractions) and response…