Changing function-type responses to classification-type responses in poor readers will result in improved comprehension. (RB)

Reports on a project in which science vocabulary was systematically taught to two classes of students ages 9-10 in order to improve their performance in science courses. Outlines strategies for teaching vocabulary, consolidation, and evaluation of student progress. (DDR)

Research based suggestions are presented for effective vocabulary instruction strategies, including: learning new labels; learning concepts; and learning to learn meanings. Regardless of the method chosen, it is crucial that students: demonstrate generalization abilities; be given time to learn new material; periodically review what they learn;…

This study with 12 elementary school children with mild mental retardationship found that the relation between lexical knowledge and mental age depended upon the nature of the vocabulary test. Results suggested that mental age in this population was more strongly related to knowledge of abstract relational terms than to knowledge of labels for…

Providing bibliographies, this article suggests components of the reading program that can be directly related to the language process via children's literature. (JC)

Twenty experienced reading teachers designed and implemented what they considered to be exemplary vocabulary lessons. Transcripts were analyzed for the number of statements relating to word recognition or conceptual development. Results indicate that the majority of teachers provided dual-focused lessons. Although conceptual development…

Describes an instructional framework "zooming in and zooming out" that helps teachers scaffold student learning of important vocabulary and concepts in social studies. Describes procedures for implementation, depicting a lesson used by a fifth-grade teacher to discuss readings about Harriet Tubman. (SR)

Concept building is discussed, and several information processing strategies that teachers can use to promote student vocabulary development are presented. Classroom activities are also described. (Author/DB)

Vocabulary development, operationally defined as the isomorphism between an individual's store of concepts and the labels society uses to represent those concepts, is akin to concept development. Therefore, vocabulary development can be facilitated if presented in clusters of related concepts. One approach used to reinforce such basic concept…

Using a group-listening test, this study examined (1) what terminology from their own vocabulary subjects would use to label music concepts and (2) if consistent terminology would be selected by elementary children and by college students majoring in elementary or music education. (Author/SJL)

Examines teachers' differing uses of student-gathered data during science investigations. The results show that student language use and concept understanding differed between two different instructional approaches. Suggestions are provided for using student-gathered data in teaching elementary school science. (LZ)

This handbook is for use by content area teachers in grades three through six who want to help students improve their comprehension of both oral and written language. The first three chapters discuss the nature of comprehension and establish the general philosophical framework for the strategies and activities that make up the major portion of the…

Promoting understandings in outdoor science and conservation is the primary goal of the Los Angeles County Outdoor School as presented in this guide to its five-day resident program for elementary school pupils. The purpose of various program components is briefly described, including hikes, cabin living, campfires, conservation projects, crafts,…

The purpose of this bulletin, one of a series designed to aid the social studies teacher, is to suggest methods for developing accurate concepts of time and chronology. The importance of these concepts and the instructional problems they present is discussed. A chart offers one basis for a program of grading the skills to be emphasized in time and…

The problem of this study was to determine if there was any difference in fourth, fifth, and sixth grade children's ability to learn the materials in an anthropology unit, "Concept of Culture," designed for the fourth grade and developed by the Anthropology Curriculum Project. Major emphasis of the unit was given to an understanding of…