Clients build vocabulary as they work with hundreds of words and use them in a variety of contexts. They'll use words to describe, define, and inform.
- Learn basic and curriculum vocabulary
- Use new vocabulary in real life
Written in the best-selling format of the HELP series, these vocabulary activities have:
- expansive, timeless content
- appeal to a broad age-range
- goal-driven activities
- a gradual increase in complexity within and between activities
- application to a wide range of developmental and acquired language disorders
Strengthen core vocabulary and expand vocabulary with a variety of learning formats. Clients develop word flexibility and learn strategies that help them learn new vocabulary efficiently. The activities cover four skills areas:
Developing Basic Vocabulary
Clients complete sentences and identify words by descriptions and definitions. Word difficulty ranges from simple vocabulary (e.g., barber, giraffe, and hospital) to higher-level vocabulary (e.g., pediatrician, porcupine, and aquarium). Clients supply verbs, adjectives, and adverbs from definitions. More lessons target word associations and antonyms and synonyms.
Clients define words in a variety of ways: by category, function, form, place, and components. They learn to use root word, prefixes, and suffixes to define words.
Applying Vocabulary Skills
Clients use words in various contexts as they choose words to complete sentences, change the meaning of sentences, and complete paragraphs. They make judgments about word choices in sentences and use words to "paint" a picture. Activities also target synonyms and alliterative phrases.
Learn vocabulary for following directions, mathematics, English, science, geography, history, and the arts.
Copyright © 1999
Since my students have so many language issues that impact their reading and written language, I am always looking for good materials to use to build on and strengthen their vocabulary. I use HELP for Vocabulary daily with my students–it is GREAT!
Paula Parsons, Teacher
The HELP books are all superior products that go the extra mile to help children with special needs. Thank you!
Mary Fratianni, Special Needs Coordinator
Port Jefferson Station, NY
- Successful reading comprehension is highly correlated with vocabulary development (Pressley, 2000).
- A systematic approach to teaching vocabulary, including direct and indirect instruction, teaches students that vocabulary is important for learning language and for reading (Beck, McKeown, & Kucan, 2002).
- Students who struggle with vocabulary acquisition need more trials than typical learners to maximize vocabulary growth (Montgomery, 2007).
- Vocabulary differences in children with high vocabulary skills compared to children with low vocabulary skills can be as much as 4,000 root words in the 2nd grade. Children who are struggling will not "catch up" in their vocabulary without direct instruction on meaningful words over multiple trials (Biemiller, 2003).
- Effective vocabulary instruction strategies engage the student and require higher-level cognitive processing. These strategies include using new words in novel sentences based on connections to prior knowledge, identifying synonyms and antonyms, analyzing word features, and using visual aids (Kester-Phillips, Foote, & Harper, 2008).
HELP for Vocabulary incorporates these principles and is also based on expert professional practice.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. Solving problems in the teaching of literacy. New York: Guilford Press.
Biemiller, A. (2003). Vocabulary: Needed if more children are to read well. Reading Psychology, 24, 323-335.
Kester-Phillips, D.C., Foote, C.J., & Harper, L.J. (2008). Strategies for effective vocabulary instruction. Reading Improvement, 45(2), 62-68.
Montgomery, J. (2007, November). Vocabulary interventions for RTI: Tiers 1, 2, 3. Presentation at the annual American Speech-Language-Hearing Association (ASHA) conference, Boston, MA.
Pressley, M.L. (2000). What should comprehension instruction be the instruction of? In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of Reading Research (Vol. III). Mahwah, NJ: Lawrence Erlbaum Associates.