Adults use linguistic context to assist in understanding words that may have multiple meanings. However, elementary school children are not able consistently to use this method of clarifying ambiguity. Research has shown that a three-component training method can help upper elementary school students develop the use of linguistic context. To…

Arguing that the failure of instructional materials is frequently due to misconceptions held by their developers concerning the nature of comprehension, this chapter examines the factors involved in comprehension and relates them to the design of instructional materials. Three types of errors in comprehension are discussed, and ways to avoid them…

The modal system in English is unique among verbs and constitutes a considerable learning burden for ESL learners. Problems may be reduced by careful delineation of semantic functions for individual modals and understanding of semantic coverage of perfect constructions compared to simple forms. Instruction of modal perfects is discussed. (CHK)

The cloze technique is very flexible and can reinforce reading skills and encourage writing. (JH)

Describes a strategy for guessing meanings from context and suggests ways of practicing this strategy. The strategy involves four steps: (1) determining the part of speech of the word, (2) looking at the immediate grammar, (3) studying the wider context (usually the conjunction relationships), and (4) guessing the word and checking the guess.…

A study compared the instructional strategies of semantic mapping and semantic feature analysis with a traditional contextual approach for vocabulary acquisition. Subjects, 36 fourth, fifth, and six grade classes, were taught a set of 15 target words in each of the three instructional conditions for each of 3 weeks. Classes were assessed at the…

Although knowledge of multimeaning words is important for reading comprehension, deaf readers may know only the most common meanings or nuances of high-frequency multimeaning words. Results of a study are reported in which 33 profoundly hearing impaired students stratified into three equal age groups (ages 10, 11, and 12) were administered a…

Offers examples of texts and assignments that reinforce an appreciation for the importance of context in the study of vocabulary. (RL)

New vocabulary was taught to 147 college students, in two experiments, by 1 of 3 methods: keyword, semantic context, and no-strategy control. There was no evidence that keyword-mediated gains on learning vocabulary-associated definitions were obtained at the expense of acquisition of other information. Applications for instruction are discussed.…

Providing contextual cues leads to more effective learning than depth of semantic processing activity. However, the positive effects of contextual cues are reduced when the subject must search for the theme during the learning activity, as opposed to having it presented before the passage. (CP)

Notes the problems young readers often have in decoding words of three syllables or more that appear in their textbooks and offers three solutions to the problem. (JC)

This study is intended to assist teachers of advanced second language students with the problems of vocabulary errors. The aim is to help avoid the formation of incorrect hypotheses about vocabulary when it is first presented, and more importantly, to help teachers deal with errors as they occur. (SL)

A vocabulary instruction program for intermediate grades is described. The program improves comprehension through use of such features as multiple exposures to words in various contexts and engaging students in active thinking about word meanings. This method of instruction is compared with instruction that offers only definitional information.…

Concludes that it is time for teachers to be more critical of the commercial materials and classroom practices commonly used to sensitize children to different semantic cues and morphological units. Argues that without a firm knowledge of context clues and morphemes on the part of teachers, the teaching of these skills will remain incidental. (FL)

Some tips can assist teachers in guiding each pupil to achieve more optimally, with respect to the ability to read well and reading comprehension. Among these 10 specific tips are: (1) teach individualized phonics in context; (2) assist the student to read in proper thought units by covering up words in sentences for clarification; (3) assist…