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    Remedial Vocabulary Instruction

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    angely joy arabis
    Vocabulary is initially acquired through incidental learning from reading and conversation, direct instruction from teachers, self-instruction by looking up words, and mental manipulation while thinking and writing. Researchers characterize levels of word knowledge as ranging from no knowledge to easy recognition and full understanding, with intermediate stages including general information, narrow context-bound recognition, and needing to pause to recall a meaning.

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    Remedial Vocabulary Instruction

    Uploaded by

    angely joy arabis
    2K views5 pages
    Vocabulary is initially acquired through incidental learning from reading and conversation, direct instruction from teachers, self-instruction by looking up words, and mental manipulation while thinking and writing. Researchers characterize levels of word knowledge as ranging from no knowledge to easy recognition and full understanding, with intermediate stages including general information, narrow context-bound recognition, and needing to pause to recall a meaning.

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    Vocabulary Acquisition

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    Vocabulary is initially acquired through incidental learning from reading and conversation, direct instruction from teachers, self-instruction by looking up words, and mental manipulation while thinking and writing. Researchers characterize levels of word knowledge as ranging from no knowledge to easy recognition and full understanding, with intermediate stages including general information, narrow context-bound recognition, and needing to pause to recall a meaning.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    2K views5 pages

    Remedial Vocabulary Instruction

    Uploaded by

    angely joy arabis
    Vocabulary is initially acquired through incidental learning from reading and conversation, direct instruction from teachers, self-instruction by looking up words, and mental manipulation while thinking and writing. Researchers characterize levels of word knowledge as ranging from no knowledge to easy recognition and full understanding, with intermediate stages including general information, narrow context-bound recognition, and needing to pause to recall a meaning.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
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    Remedial

    Vocabulary
    Instruction

    Vocabulary is initially acquired in four ways:


    1. Incidentally, through reading and conversation
    2. Through direct instruction, as when a teacher or
    auto-instructional program is used intentionally to
    build vocabulary power

    3. Through self-instruction, as when


    words are looked up in a dictionary or
    their meaning are sought from others in
    a conscious manner.
    4. Through mental manipulation while
    thinking, speaking and writing.

    Isabelle Beck, Margaret McKeown and Richard


    Omanson (1997) characterize these levels of
    knowledge of word meaning as follows:
    1.
    2.
    3.
    4.
    5.

    No knowledge
    General Information Level
    Narrow recognition (usually context-bound)
    Need to hesitate to remember a meaning
    Easy recognition and full knowledge

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