Getting Words In A Flash: The Effectiveness of Vocabulary Cards
Most children are used to playing the popular games of “Old Maid” or “Go Fish.” However, the use of cards for recreation is not the only way children can use their leisure time in an effective manner. If you want to introduce learning and educational tools, combined with games, then using vocabulary cards provides you with one of the most effective and simplistic ways to help children who are learning English words.
It is known that, when a child or adult is learning a language, they learn through incidental conversations, reading and listening. This leads to a slow and gradual process in developing an understanding of words, with unfamiliar vocabulary that does not apply to the context used, meaning there is a low chance of retention. On average, only 10% of the words learned are retained on a long term basis by using these three methods. If a student is at a low proficiency of vocabulary and does not have alternate means of learning, reading and developing communication skills, then the use of vocabulary words in the most important years of development does not assist in learning[1].
Because of the low retention rate, most educators are finding that alternative methods that add into the base level of learning are essential for helping children to develop vocabulary skills. One of the most developed applications is the use of vocabulary cards, either as flash cards used to retain information, or games given to children to help with an understanding of the words. With the use of cards, children have the capacity to learn a word at three levels. This includes the meaning, form and use that are involved with various words.
Not only does the use of cards provide the ability to apply different words into these three areas, but also allows children to use basic concepts that are proven to be effective for the development of learning skills. Two of the needed concepts involve repetition and structure that provide better knowledge of vocabulary. If vocabulary cards are used effectively, this provides even more abilities to understand the meaning of a word and to apply it to conversations on a regular basis, leading to overall improvement of language[2].
The concept of learning involves a complete process, which includes knowing how to process information and what can be done to be more effective with vocabulary tools. Within this, is not only the concept of memorization, but also the ability to apply words in different context through the use of these tools. This improves the capacity of use for communication and language used. For any educator looking for an answer to developing vocabulary at deeper levels, is the ability to use vocabulary cards for a structured way to boost learning.
[1] Hunt, Alan, David Beglar. (1998). Current Research and Practice in Teaching Vocabulary. Jalt Publications.
[2] Nation, Paul. (2005). Teaching Vocabulary. Asian EFL Journal (September).
Using Vocabulary CDs For Word Development
Learning vocabulary, through both beginning and advanced levels, is applied through different mediums and tools. Finding the most effective set of tools that work for the needs of each child is essential to the ability to develop and understand reading and communication in a different way. The concept of having different options for teaching vocabulary and words is often questioned by those teaching vocabulary to help with the development of words among children. One tool that has been applied is the use of vocabulary CDs. This particular component is known to provide children with a new way to apply specific words, with both better development of new words, as well as comprehension and application of the words.
The most common use of vocabulary CDs is the application of mnemonics (small rhymes or sayings to aid memory, e.g. “separate a rat” for the spelling of “separate”), which allows children to remember different vocabulary words through the use of different tools. The CDs have capacity to offer memory of words through audio and visual tools, as well as interactive areas, dependent on the type of software that is being used. Doing this is a simplistic way of reaching children with different needs, as well as those that are looking to enhance their vocabulary words and application of the words.
Mnemonics for children is applicable not only to anyone who is learning vocabulary, but is also essential for those that may have difficulties with learning and development at different stages. It has been shown that those with learning and memory problems can use vocabulary CDs and mnemonics to move past the disabilities and into thorough understanding of the vocabulary. Through the systematic teaching, as well as the methods for different types of learning, children are able to apply and understand vocabulary[1].
The capacities reached through the combination of tools with vocabulary CDs, as well as the concept of reaching children who have learning and memory disabilities are further defined for these applications. Specifically, many have found that the use of software, technology, CDs and other forms of learning tools for better comprehension is moving past the traditional educational systems for better learning. For instance, many have found that the use of applying vocabulary on different levels at once supersedes problems with basic learning. When this is limited to concepts such as multiple choice and memorization it doesn’t provide well rounded learning or effective ways to remember vocabulary. Allowing comprehension to be applied at these different levels provides students with more fluency and the ability to apply vocabulary words into daily communication and reading[2].
From disabilities with learning to the need to apply vocabulary on different levels, tools are now available that allow children to advance past the basics of learning and into new understanding of words. The use of vocabulary CDs, as well as technological tools, is a step into the future of learning, which not only gives better learning tools for children, but also new levels of learning and comprehension that can be applied.
[1] King – Sears, Margaret. (1992). “Towards Independence With Keyword Mnemonics.” Remedial and Special Education. (13), (5), pgs. 22 – 33.
[2] Vernon, Phillip. (1962). “The Determinants of Reading Comprehension.” Educational and Psychological Measurement. (22), (2).
Importance of Vocabulary Cartoons
Even though learning is considered a serious matter in helping children to develop, is still a need to liven the process of understanding different concepts. Not only does humor offer a new type of learning, but also is known to provide children who are learning different topics with the ability to remember different ideas at a more thorough level. If you have a student who is learning vocabulary, writing or reading, then using vocabulary cartoons is a simple way to liven the learning process.
Even though most consider vocabulary cartoons as a secondary source or addition to the learning process, many others have found that there are more to cartoons then meets the eye. Most specifically, cartoons work as a supportive tool for building specific concepts that relate to vocabulary. When the cartoons express something that interrelates to the vocabulary, it gives children an extra way of visualizing and seeing the concept. More than this, the cartoon provides a memorable way to keep a vocabulary word in mind, which reinforces what the student is learning[1].
Within the basic concept of enhancing a child’s vocabulary, is the ability to use vocabulary cartoons for several layers of learning through a simple picture. The first part to this is using motivation to entice children to learn vocabulary or to connect to the reading. When children can interact with the materials used, while associating with the information, they can also stay motivated while learning specific materials and picking up on the vocabulary and reading skills needed.
Beyond this main factor, is the ability to use cartoons to entice using more skills for vocabulary. For instance, using cartoons to learn more skills for communication, figurative language and interpersonal relationships are more effective with cartoons. For example, if a child is learning how to read materials and is developing communication skills, then the cartoons provide a visual way to assist the child. This ’shows’ a child how to use vocabulary words and concepts in everyday conversation, while providing practical application to the students learning skills. The result is the ability to learn English and vocabulary without the basic struggles[2].
The concept of using different mediums and concepts to teach students vocabulary words and ideals is one that can be approached in a new and fun way. Through the use of vocabulary cartoons, you have the capacity of opening up an entirely different world of learning to children. This concept not only provides an effective method for alternative learning, but also invites new depth into understanding words, grammar and English structure.
[1] Salyer, William. (1950). Vocabulary Building. The Classical Journal (46), (1), pgs. 39 – 41.
[2] Smith, Chad. (2000). Letting Calvin and Hobbes Teach English. Odyssey (Spring, 2000).
Tools for Vocabulary Development
Whether a child is learning a first, second or third language, is the need to not only develop basic communication skills, but also the concept of helping with word recognition and comprehension. Understanding how students can develop towards advanced skills in vocabulary development also leads to better communication levels and the option to comprehend reading at new levels. However, for this to work effectively, is also the need to apply tools that assist and support learning.
There have been several models that have focused on the application of vocabulary development, all of which are focused on the most comprehensive ways to help children establish a better understanding of basic and advanced words. Most models apply three general rules for assistance. The first is partial to precise knowledge, meaning that vocabulary can be identified and defined by children. The second is depth of knowledge, which applies to comprehension in communication and reading. The third level for this includes the ability to be receptive to the words while producing the words in daily communication[1].
With this main concept, is not only the need to teach children through communication and basic applications, but also to work towards finding tools that prove anyone can learn and apply words on these three levels. Any tool that is used should be able to focus on different areas of learning. This begins with organization and structure that allows children to be comfortable with learning and applying different words. This should be combined with different tools that make comprehension on various levels easy to apply so children become more cognizant of advanced vocabulary learning.
With the need to find tools, are several other needs defined by those who are interested in expanding vocabulary for children. Having interaction with specific tools, for example, is known to assist children at deeper levels. This is combined with having the capacity to offer visual examples, hearing or phonetics and packages, which provides deeper comprehension through reading. More specifically, the tools should be able to work with vocabulary development, meaning children and youth can use the same terms and concepts as they move into deeper, multi-dimensional meanings of words which are applied to reading and communication[2].
As can be seen, the concept of vocabulary development doesn’t mean only applying an introduction to different words with the desire to assist students in their learning. It also corresponds with providing a multi-dimensional set of tools for children, so they have more capacities to learn about vocabulary and words. The result is the ability for children and youth to move into advanced understandings of communication and reading.
[1] Henriksen, Brigit. (1999). Three Dimensions of Vocabulary Development: Studies in Second Language Acquisition. Cambridge University Press: UK.
[2] Wood, Julie. (2001). “Can Software Support Children’s Vocabulary Development?” Language, Learning and Technology. (5), (1), pp. 166 – 201.
Building Communication By Vocabulary Development
Learning to talk, for most, is developed in the early years through repetitiveness, mimicking and building vocabulary words in educational and school programs. However, the concept of vocabulary development applies to more than the growth each individual has gone through. It is known that there are alternative concepts applied to learning and cognitive understanding of communication. Understanding what needs to be given to children who are learning to communicate and read in the formative years is essential with their abilities to read and comprehend concepts for the rest of their lives.
There are four waves of learning children go through, specifically which pertain to vocabulary development and reading comprehension. On average, these waves can be seen at ages 4, 5, 6 and 8. Each of these years are focused on children learning vocabulary words at a specific level and that are developing cognitive skills to apply different words to conversations and reading. During each of these waves, it is essential teachers and families help children to understand different vocabulary words and how they assist with new abilities in communication.
Each of these waves leads to several needs that have to be meet with the development of vocabulary. This includes phonological memory, nonverbal intelligence, reading and vocabulary comprehension. Each stage includes average correlations to what children should understand and apply. For instance, between 4 and 5, the first wave of vocabulary learning, children should be able to apply phonological memory to words. This results in learning more vocabulary, which moves from hearing comprehension to seeing words[1].
After these basic levels of vocabulary development, are new levels that have to be applied to understanding vocabulary. After these first four waves, children move into more than recognizing and applying words. They also develop the ability to comprehend vocabulary at deeper levels, with a complete understanding of what vocabulary words mean. Children between the ages of 8 and 10 years old move into new levels of development, which includes application of some of the main vocabulary words and their application to literature and communication, leading to a complete understanding of words, instead of recognition alone[2].
The concepts of vocabulary development, as can be seen, don’t just include a basic understanding and recognition of words. As children go through various waves and stages, especially in the earlier and more formative years of their life, is also the need to build different levels of understanding of words. This includes the concept of recognizing words, which then moves into deeper meanings and application of the words. Combining these concepts through vocabulary learning is the beginning to helping children with better cognitive recognition and communication skills.
[1] Gatherscole, S.E., Willis C.S., Emslie H, Baddeley A.D. (1992). “Phonological Memory and Vocabulary Development During the Early School Years: A Longitudinal Study.” Developmental Psychology (28), (5), 887-898.
[2] Anglin, Jeremy, George Miller, Pamela Wakefield. (1993). “Vocabulary Development: A Morphological Analysis.” Monographs of the Society for Research in Child Development. (58), (10), pgs. i-186.
Using Vocabulary Flash Cards
For those learning to read, strong learning curves are required to apply the levels of information for vocabulary and learning. When a child is at a younger age, this learning curve is stronger and needs to be enhanced through different tools and means. This guarantees that the child has the capacity to learn even more with the available methods. One recommended option for children who are striving to have better communication skills and more vocabulary words is the use of vocabulary flash cards.
The use of using specific tools for memory, comprehension and understanding of vocabulary words is often questioned by educators. Knowing what concepts work effectively when applying this type of learning is often debated, with some believing that the ability to comprehend and retain vocabulary words requires specific training, while others have found that simply reading materials allows children to apply different vocabulary skills. This separate set of ideas has led to various questions by researchers to find the best solutions to learning comprehension, specifically when relating to vocabulary comprehension.
Because vocabulary flash cards are one of the most well known aspects of learning and retaining vocabulary, there are several researchers who have questioned its ability to assist students in reading comprehension and memorization in vocabulary words. In some studies, it has been found that children who use vocabulary flash cards, for both words and phrases, had a significantly higher understanding and comprehension level with both new words as well as with reading. This shows the concept of vocabulary training with these types of tools is effective for children who are applying new words with vocabulary and communication[1].
The concept of using vocabulary flash cards is known to not only help with remembering basic words, but also applies to the understanding of the words at various levels. This includes new cognitive levels that are applied when using flash cards. Most flash cards are known to use general meanings as well as word recognition. This is combined with repetitiveness and applying the words to different context, such as reading materials. These levels of knowledge work together to define the words and to apply them at new levels so there is complete comprehension of how different words can be used, as well as application to what these words mean[2].
With the different abilities available for children to learn vocabulary at new levels is the concept of using tools to ensure that there is complete application of the words. Using vocabulary flash cards as a tool is a simple and effective way to apply vocabulary words. These are not just understood by children at a basic level, but also apply to children who have the need to comprehend and apply the vocabulary with deeper meanings.
[1] Tan, Annette, Tom Nicholson. (1997). “Flashcards Revisited: Training Poor Readers to Read Words Faster Improves Their Comprehension of Text.” Journal of Educational Psychology (89), (2), 276-288.
[2] Pany, Darlene, Joseph Jenkins. (1978). “Learning Word Meanings: A Comparison of Instructional Procedures.” Learning Disability Quarterly. (1), (2), pgs. 21 – 32.
Studying Vocabulary for the GRE
Students who are looking into higher education with the ability to advance in their learning, begin with defining their current knowledge level. Specifically, test preparation exams, such as the SAT, ACT and GRE are used to define the understanding and knowledge students have. This leads to the ability to receive direct placement into a college or university program that best fits their needs. For those studying for the GRE is an introduction into vocabulary and reading comprehension for a basic score. Understanding how to prepare for vocabulary for GRE exams allows students to work towards higher marks and better preparation for college.
Most youth who are preparing vocabulary for GRE exams are looking to define specific words, combined with the capacity to build reading comprehension. These two main components of the English section of the GRE determine several factors for higher education, making it essential for students to study. However, the guidance needed for these sections has to be achieved outside the classroom, leaving students with the need to find extra guidance to ensure that they can achieve higher placement with the GREs.
With this main focus for several students, is the need to find specific tools that are guaranteed to build vocabulary and reading comprehension skills. Specifically, the vocabulary for GRE study guide has to include the different levels on the GRE. This includes eight analogy items on the test, such as easy and difficult vocabulary words, relationship difficulty and stem key correspondence, from words to reading. It is expected that, through the levels of vocabulary on the exam, is the ability to analyze the cognitive level of a student, the strategies for the subject and an evaluation on the overall performance for test taking. From these components, those who give the tests are able to determine higher and lower levels of thinking for students[1].
Students who are aware of the different areas of comprehension required for the GRE are also focused on finding the tools that correspond with the needs for vocabulary building, comprehension and sophisticated solutions to the vocabulary for GREs. Because of this, students often look for systems and technology that apply the GRE questions to their needs. It has been found that tools, such as “Ultimate Vocabulary,” provide an introduction to more sophisticated words through memorization, comprehension and the ability to test skills. Software such as this is known to work effectively because it applies methods and systems to learn words and phrases, as well as interfaces that allow the learner to retain more information from the alternative areas of learning[2].
With the concepts used to build vocabulary for GRE tests, is the need for students to apply several levels of learning. This includes the concept of understanding simple and complex vocabulary relationships, as well as having comprehensive capacities for more difficult situations. From this, students are able to have a better foundation of knowledge that is applied not only to the GRE tests, but also to the future of education for youth.
[1] Duran, Richard. (1987). “GRE Verbal Anthology Items: Examinee Reasoning on Items.” ERIC.
[2] Wang, Yaliang, Cun Wang, Xiaoling Guo. (2002). “Method and System Utilize Web Resources for Language Vocabulary Learning.”
How To Prepare for the Vocabulary GRE
For graduates to advance in academia, there is not only the need to have a basic understanding of different topics, but also an ability that shows comprehension levels through tests and applications. Preparing for this provides students with the opportunity to advance to new levels of learning, specifically by having scores to apply to their future education. Software and applications offer invaluable assistance to ensure every graduate is able to prepare efficiently for exams, such as the vocabulary GRE. This guarantees higher rankings and capabilities among students who are looking to move into higher education.
Colleges and Universities use the results of the GRE to help them decide which students to accept to their graduate programs. The GRE is also known as the Graduate Record Examination provides an overall assessment of what an individual comprehends in basic academic subjects. The exam is designed to assess both the understanding of basic vocabulary words as well as the application to words in reading materials. Through scores that are achieved in the vocabulary GRE, educational teachers and administrators can predict how well a person will do in college, specifically with GPA scores. The way that this test is designed is also noted to provide youth general skills, which show their capabilities in the English language[1].
Because the GRE is so significant in determining the advancement of scores and of predicted future capacities among youth, there is the need to prepare efficiently for the different exams, specifically with the goal of receiving higher scores. This allows the students to have better future options for college. The mixture of vocabulary, science and math are proponents of these studies, allowing students to find way to improve their overall academic focus.
It has been found that, people who are studying to take the vocabulary GRE prefer to study with technology tools and guided technology. This provides them with short quizzes, a recall of vocabulary words and the ability to enhance reading comprehension. More than this, researchers have found that using these outside tools for extra applications for the GRE provides students with the ability to receive higher scores and to apply new levels of skills easier[2].
The concept of applying complex topics to vocabulary and reading comprehension for any youth that is oriented towards higher education begins with preparing for the future. One important area youth are known to study for is the vocabulary GRE, which provides them with alternatives towards achievement and the ability to move forward in their advancement of vocabulary
[1] Wilson, Kenneth. (1985). “The Relationship of GRE General Test Item Type Part Scores to Undergraduate Grades.” ERIC.
[2] Loken, Eric, Filip Radlinski, Vincent Crespi, Josh Millet, Lesleigh Cushing. (2004). “Online Study Behavior of 100,000 Students Preparing for the SAT, ACT, and GRE”. Journal of Educational Computing Research. (30), (3), 255-262.
How Can Your Vocabulary Improve?
Many question ways in which vocabulary can be enhanced, not only for children, but also at advanced levels. This includes the ability to comprehend different types of vocabulary and to use alternative words for speech, communication and reading. However, with this, is the need to find alternatives that offer the ability for vocabulary to improve. The proof that is needed with this, includes different methods for teaching and learning vocabulary. This offers children, youth and adults the ability to comprehend things at new levels.
Without true vocabulary comprehension, is the inability to understand language, reading, communication or speech. For this to be effective, there has to be a strong relationship to words that are used, as well as an immediate definition that is understood in the context of the vocabulary. Without this, is the inability to understand the relationship between vocabulary and comprehension of the different words used[1].
One concept used for working towards vocabulary improvement methods is known as vocabulary intervention. This provides several levels of learning and knowledge to help build vocabulary words and to assist with comprehension levels needed to build vocabulary. The concept with this is to focus specifically on vocabulary words, then to build a set of needed words that can be used in any context.
Not only do vocabulary intervention methods focus on introducing new words, but also includes the capacity to apply these particular words in almost any situation. It is noted that at first, comprehension levels of vocabulary remain ‘weak,’ meaning they may be understood and recognized, but don’t have a deeper level of comprehension. To move vocabulary into complete comprehension, the vocabulary has to be moved into context, tests and needs that are applied with meaning. The more this is done, the more children and youth have the ability to advance their vocabulary[2].
With these concepts in mind, is the ability to add in even more to the vocabulary improvement methods by providing alternatives with the ability to read and comprehend vocabulary at various levels. This includes the capacity to use different tools and methods that provide better results with reading while allowing children to have alternatives to learning the words that are applied to different reading situations.
[1] Nagy, William. (1988). Teaching Vocabulary to Improve Reading Comprehension. International Reading Association.
[2] Curtis, Mary, Ann Marie Longo. (2001). Teaching Vocabulary to Adolescents to Improve Comprehension. International Reading Association.
Modern Vocabulary In Practice
Nothing is better for children and youth then to take new vocabulary words and to apply them to the next level. Learning, comprehending and applying vocabulary not only provides memorization for the words, but also offers the ability to understand the meaning and context of the vocabulary at a different level. Knowing how to get children to put vocabulary into practice is the beginning to helping to get a better set of results from reading and comprehension.
To make sure that vocabulary in practice is able to put these aspects together, is the need to understand how to teach the right words, combined with the capacity to build levels of comprehension. This includes the capacity to have incidental learning, explicit instruction and strategic learning capacities. Combining these together is the most efficient and strategical approach to allow others to read and learn the correct way[1].
With this particular set of ideals, are also those who have noticed that learning vocabulary is different than being able to comprehend various words and their meanings. With this, are questions on how vocabulary is taught, how it intervenes with content and which words should be emphasized in instruction. Putting this together first allows vocabulary to take on a different function when it is learned, allowing the practice of learning vocabulary to be complete and well rounded.
Because of this, it is emphasized that vocabulary is not something that can be learned only at one level, but has to take a progression and set of practices to truly comprehend. Whether a student is beginning, intermediate or advanced, is the need to add in levels of knowledge and to make sure that vocabulary isn’t just provided at one level. Instead, words should be understood through practice, repetition and comprehension. Doing this is a simplistic way to put vocabulary into practice[2].
One option used for this is software tools that offer different levels and easy access to reading. For example, “Ultimate Vocabulary” provides several levels of understanding words. This begins with a dictionary available for reading and learning comprehension. This moves into recall through flash cards, as well as extra tools that help with advanced comprehension of words. Adding in these different abilities provides even more to learning what is needed.
If you want to make sure that vocabulary in practice is more then a dictionary or basic learning, then understanding the pedagogical approaches and how this can be applied with different resources is the best option. This provides children with an alternative to learning, which includes a well rounded approach from pedagogical ideals to the best options for completely learning and comprehending various words.
[1] Hunt, Alan, David Beglar. (1996). Current Research and Practice in Teaching Vocabulary. Temple University: Japan.
[2] Hiebert, Elfrieda, Michael Kamil. (2005). “Teaching and Learning Vocabulary.” Routledge: New York.