Improving Vocabulary Blog.ORG

In today’s economy, there are millions of people who are unemployed. Just a few years ago, it was estimated that the average employer would receive five to seven resumes for a position. This limited an employer’s interviewing and selection pool. Nowadays though, a position can have as many as forty to fifty applications. Making ones resume stand out is essential to successfully securing a job. Showing written maturity in ones presentation skills, which includes grammar and writing, is paramount. Here are some helpful tips to improving one chances of getting a job in the tough economy.

Power Words

According to CareerOwl, using power words has the potential to distinguish the typical employee from the highly qualified. Furthermore, according to the Rockport Institute, “…even if you face fierce competition, with a well written resume you should be invited to interview more often than many people more qualified than you.” Furthermore, it is important to remember that a “resume is an advertisement, nothing more, nothing less.  A great resume doesn’t just tell them what you have done but makes the same assertion that all good ads do: If you buy this product, you will get these specific, direct benefits. It presents you in the best light. It coveys to the employer that you have what it takes to be successful in this new position or career.”  A strong resume presents power words – or words that are dominant to that industry or business that show the candidate has a strong business acumen and understanding of what it will take to succeed in the corporate culture.

Grammar and Vocabulary

Being sloppy and careless can also cost a future candidate an employment opportunity. According to Bauer-Ramazani (2008), an important element to ensuring a resume is highly marketable is that the resume uses accurate English grammar and vocabulary which includes word form and word choice. Additionally, verbs must be used consistently as in the past tense unless the person is currently working in the specified environment. Punctuation and spelling must also be exact. Furthermore, the resume includes all the necessary items and follows the guidelines required such as objectives, action verbs, dates, places, and so forth with precision all the while being accurate.

Business Words

Bauer-Ramazani (2008) suggests that when writing your resume, it’s important that you are not repetitive with action verbs of business words. Using the same words over and over again will make your resume seem dull. Most employers will pass your resume up because it will show a lack of experience and professionalism. Adding words that convey similar actions in different ways is essential. This means that using a variety of business words to emphasize actions will help to build a strong self image to the potential employer while accelerating one’s own chances of landing the job they are applying for.

Anonymous (2008) English Resources. CareerOwl. Retrieved on April 19, 2009, from http://www.careerowlresources.ca/

Lore, N. (2008). How to write a masterpiece of a resumne. Rockport Institute. Retrieved on April 18, 2009, from http://www.rockportinstitute.com/resumes.html

Bauer-Ramazani, C. (2008) Foundations of Business Administration: Resume Rubrics. Retrieved on April 18, 2009, from http://academics.smcvt.edu/cbauer-ramazani/BU113/Rubrics/resume_rubric.htm

Each year, there are hundreds of products that come onto the market that attempt to assist students in preparing for the Graduate Record Exam (GRE). Most of these products focus on requiring the student to memorize vocabulary lists. Research studies conducted by the Educational Testing Service have proven year after year, that while many of the leading instructional products on the market focus on vocabulary memorization, this may not be the best way to improve your vocabulary. Recent research conducted by ETS and various non-profit educational associations have attributed that if a learner reads more and the readings are more challenging, the learners skills and vocabulary will increase exponentially The problem for GRE test takers is that they have a few months, if that to begin preparing for this important exam.

Some might argue that if you only have a couple of months till you take the GRE’s memorization might be one’s only realistic option. In reality though, there are interactive products out there than build your vocabulary and help you memorize these terms too, such as Ultimate Vocabulary. Because at least two sections of the GRE, analogies and antonyms, depend largely on the test taker’s knowledge of vocabulary, reinforcement of a range of vocabulary terms is essential to a learner’s success. Many students rely on past experience as they follow words that have appeared in the GRE exams in the past. However, a student limits his or her ability to full master the potential for the test. Tools such as Ultimate Vocabulary allow for a learner to build their skills and become stronger for the analogies and antonyms section of the exam.

Universities such as Michigan State suggest that students prepare for the GRE’s following these guidelines.

• The student becomes more aware of what the most common parts of speech are and how they are used in sentences. For the purposes of the GRE, nouns, verbs, and adjectives are most useful.
• The student will learn the vocabulary by putting the words into sentences. This is the best way to become more aware of how the words are used and will help you analyze GRE Analogies questions. Application is key to success in learning vocabulary. You cannot be successful unless you know how to use the words.

Therefore, to succeed in mastering vocabulary for any form of assessment instrument such as the GRE and SAT, this methodology should be used as this strategy has proven to be a wild success. Using software tools that not only teach you the words but how to use them in context and practice is fundamental. Only Ultimate Vocabulary offers learners over 125,000 words and a variety of interactive formats to strengthen vocabulary. \

References Cited

Michigan State University (2008). GRE Vocabulary List. Retrieved on April 20, 2009, from https://www.msu.edu/~defores1/gre/vocab/gre_vocab.htm

Sheehan, K.M,  Kostin, I., & Futagi, Y (2007). Supporting efficient, evidence-centered item development for the GRE verbal measure. Research Report for the Educational Testing Service – Princeton, NJ, 7(29), 1-54.

As an online learner, it is important to stand out from the crowd when it comes to writing effectively. No one knows your personality and it’s even more difficult to gage your academic capabilities besides how you present yourself in writing. In the online learning environment, individual differences specific to learning and instruction can be found within intelligence, cognitive controls, cognitive styles, learning styles, personality types, and prior knowledge (Jonassen & Grabowski, 1993). Each of these dimensions as described by Jonassen and Grabowski helps the online instructor understand 1) patterns of thinking and reasoning about information as described by the student, 2) how individuals process information to make sense in their world, 3) preferences for information processing, and 4) how the learners past knowledge, skills, or ability influence the learning process. Each of these dimensions, collectively, helps to describe one’s personality.  More importantly though, is how it is reflected in the presentation of regurgitating the online instruction. The written word is the only way to capitulate and measure the student’s full aptitude.

A learner’s writing skills must be sharp but the vocabulary must be even stronger. Many of the United States leading online learning programs advocate the use of automated tools to conduct research. Studies have also shown that there is increasing demand for the use of vocabulary software. Global universities attribute this need to increase ones vocabulary in online forums and in asynchronous communication to effective communication. Flanagan (1996) supported this notion by explaining how a vocabulary learning resource is instrumental into supporting strong writers. Flanagan states “Development of specialized dictionaries rarely pays off in general online environments. The tendency toward topic drift and the large number of writers make for more vocabulary variability than in subject or organization-specific texts” Software developers that build automated learning tools should; therefore, concentrate on building good general dictionaries while taking care to include stable online jargon and software and hardware terminology.

One tool that mixes the dictionary oriented model with targeted instruction based on grade level or business skills is Ultimate Vocabulary. While other vendors are more concerned with vocabulary exclusively, Ultimate Vocabulary learners will develop a vocabulary that is targeted towards their age, educational level, and academic needs. The tools provide an abundant amount of reinforcement and exploratory learning models to achieve tiered levels of mastery. With over 125,000 terms included as part of the program, the learner has the ability to tie the vocabulary context with applicability such as rhymes, etymology, visualization, and interactive testing agents for a variety of testing methods. Of all the products on the market, Ultimate Vocabulary has the potential to be a superstar in any online learning community.

References Cited

Flanagan, M. (1996). Two years online: Experiences, challenges, and trends. Retrieved on April 17, 2009, from http://www.mt-archive.info/AMTA-1996-Flanagan-1.pdf.

Jonassen, D.H. & Grabowski, B.L. (1993). Handbook of Individual Difference, Learning, and Instruction. Hillsdale, NJ: Lawrence Erlbaum Associates

Every year, millions of students around the globe take the Scholastic Aptitude Test (SAT). Many universities use this test one of the admissions criteria to see if a student will succeed in their school, and more specifically the program of their choice. Universities use various measures  to determine a student’s performance. The SAT examination has an area of the exam that emphasizes reading comprehension and vocabulary knowledge. Terrill, Scruggs, and Mastropiere (2004) reported that “A strong psychometric relationship has consistently been reported between measures of vocabulary knowledge and reading comprehension. This finding could imply that one way to improve children’s reading performance is to increase their vocabulary. Eight studies are reviewed that attempted to do this. Although all eight studies reported increases in students’ word knowledge, many failed to facilitate reading comprehension.” (p. 288). Many teachers aim to teach their students in a multimodal approach how to improve their students’ vocabulary and comprehension.

Price and Finkelstein (1994) conducted a study that examined whether “mnemonic strategies would be useful for high school students with learning disabilities. Over a 6-week period, this teacher taught the students SAT vocabulary words using either a traditional instructional approach or pictorial mnemonic keyword strategies she had developed.” (p. 134). Price and Finkelstein’s study produced results that using mnemonic instruction, 92% of students improved their vocabulary whereas on 49% did so under traditional methods. Several other studies have been indicative of similar results. The common theme has been that students can improve their memory for the Scholastic Aptitude Test vocabulary words by associating the words with corresponding pictures taken from media sources such as educational technology software, vocabulary building exercises, flashcards, and even magazines. By doing so, the student demonstrated that long-term recall of words associated with pictures was higher than recall of words not associated with pictures.

Educational software that helps students build their vocabulary for standardized test such as the SAT, TOEFL, and GMAT will have a similar impact. While the use of technology in education is a great reinforcement instrument, it is important given the tremendous increase in the use of computers and educational software in classrooms, that students still have a strong understand of the fundamentals of doing things using traditional manners. Wood (2001) said “Since there is much at stake, it is urgent that the literacy community accept responsibility for the critical evaluation of the tools that teachers will use to help teach the next generation of children to read.” (p. 168). Tools such as Executive Vocabulary and Ultimate Vocabulary provide the balance between the necessary comprehension skills students require, a visual and tactile way of learning how to read, and help build a student’s vocabulary so that regardless of the standardized test, the student s performance will be stronger.

Price, M. & Finkelstein, A. (1994). Pictures improve memory of SAT vocabulary words. Journal of Reading, 38(2), 134-135.

Terrill, M.C., Scruggs, T.E. & Mastropieri, M.A. (2004). SAT vocabulary instruction for high school students with learning disabilities. Intervention in School and Clinic, 39(5), 288-294.

Wood, J. (2001). Can software support children’s vocabulary development. Language Learning & Technology, 3(1), 166-201.

Since learning English is very popular in non-English speaking countries, developing modern assisted-learning tools that support effective English learning is a major issue for non-native learners. Because learning English involves memorization and practicing a bevy of vocabulary words and numerous grammatical structures, ESL students often look to the use of technology for education, enrichment, and reinforcement. As Chen and Li (2009) acknowledge, “Vocabulary learning is a principal issue for English learning because vocabulary comprises the basic building blocks of English sentences. Therefore, many studies have attempted to improve the efficiency and performance when learning English vocabulary. With the accelerated growth in wireless and mobile technologies, mobile learning using mobile devices such mobile devices has gradually become considered effective because it inherits all the advantages of e-learning and overcomes demographic and physical limitations (Chen & Li)

There are several issues when it comes to learning vocabulary as an ESL Student. Vocabulary learning becomes a process of related sub-tasks, it just doesn’t come naturally. When ESL learners first learn a new word, they may guess at its meaning and attempt to apply its usage. Some learners might proceed to look it up in the dictionary. Others might take down notes along the margins, between the lines, or on separate vocabulary notebooks. Gu (2003) indicated that “Some learners will repeat the new word a number of times until they are comfortable with it. Others will go beyond simple rote repetition to commit the word to memory. Some would even try to use the word actively. Each of these task stages demands metacognitive judgment, choice, and deployment of cognitive strategies for vocabulary learning.” (p. 2)  Yet, the process to learn is iterative in nature as the learner must practice and use the word in a context, which often takes a while for the learner to do especially when they are not used to the native learning setting.

The uses of educational technologies do have some advantages and disadvantages though. preference. Felix (2004) showed that “students were on the whole positively inclined to working with the Web and found it useful, with the majority preferring to use the Web as an addon to face-to-face teaching. Reported advantages fell into the broad categories of time flexibility, reinforced learning, privacy and wealth of information; disadvantages into distraction, absence of teacher and personal interaction and lack of speaking practice.”(p. 1). By incorporating Web technologies, including tools such as vocabulary software and voice recognition software may help with speaking practice, and there is no reason why students cannot speak to each other as part of the learning process especially in collaborative, native setting settings

Chen, C.M. & Li, Y.I. (2009). Personalised context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments, 9(1), 1-24. Retrieved May 7, 2009, from http://www.informaworld.com/10.1080/10494820802602329

Gu, P.Y. (2003). Vocabulary learning in a second language: Person, talk, context, and strategy. Teaching English as a Second or Foreign Language, 7(2), 1-5.

Felix, U. (2004) A multivariate analysis of secondary students’ experience of web-based language acquisition. ReCALL, 16(1), 237-249.

One of the greatest accomplishments for a non-native American student is passing the TOEFL exam. It is the gateway for the student to get into a U.S based university, obtaining professional certifications needed for work. In some instances, it also is a pre-requisite for employment.  Most accredited universities and colleges require non-native English speakers to take the TOEFL exam is often something they must take prior to enrollment. Furthermore, “TOEFL’S influence also extends beyond academia, since “many government agencies, school programs, and licensing / certification agencies use TOEFL scores to evaluate English proficiency.” (Raimes,1990, 428) TOEFL, which stands for, Test of English as a Foreign Language is a primary measure of a student’s competence in the English language which is administered at test centers worldwide. There are various formats available including a paper based exam and a web formatted.

Most non-native speakers imply that the examination is very rigorous because it tests a student’s strengths and weaknesses in four focal areas: reading, listening, speaking and writing. Mastery of the English language is a pre-requisite because the exam includes an array of applied topics including grammar, idioms, listening skills and vocabulary. In order to successfully complete the exam, the following recommendations were made by the Sharpe (2004)

1.    Have set expectations. Prepare for as many topics as possible when practicing for the  TOEFL. Review as much sample material as you possibly can. Practicing will help better enforce the learners understanding of the subject matter.

2.    Grammar and idioms should be reviewed extensively, including with tools such as flashcards and Web-based or software supplements.

3.    Practicing for the exam by using textbooks, courseware, or a mixture of online tools helps develop a stronger learner.

4.    Practice for the exam by taking a practice test. Setup the test taking environment similar to that of what would occur in the real environment to become adjusted to the expectations. .

Xin (2008) indicated that “Knowledge of the second language is a necessary but not sufficient condition for success on the test tasks”, since success needs to be measured in terms of performance on the task but not only in terms of knowledge of language. Structure and written expression section attempts to use an indirect way to exam the competence of testers in writing” (p. 56).  Because the exam uses a variety of methodologies to test grammatical and written competence, practicing for the exam is essential if one wants to pass. Because the test is so comprehensive and measuring one’s ability to learn and work in a non-native language, review, study, and practice using tools is important to pass.

References Cited

Raimes, A. (1990). The TOEFL test of written English: Cause for concern. Tesol Quarterly, 24(3), 427-442.

Sharpe, P.J. (2004). How to prepare for the TOEFL test : Test of English as a foreign language. Barron Educational

Xin, Z. (2008). Practice on assessing grammar and vocabulary: The case of the TOEFL. US-China Education Review, 5(7), 46-57.

Sales presentations are more than just about selling a product with a strong beginning or end. In creating a winning presentation, it is imperative to present in a savvy, strong, and articulate manner. Not only is how one presents themselves important; but the vocabulary they use when presenting. To have a million dollar vocabulary when presenting a subject, there are certain pre-requisites that one must consider.

First, conducting thorough research is essential. While a subject matter expert may think they know what is important to present or not, understanding the prospective business clients need is something that may not be transparent. Researching the topic methodically as if you are studying for a standardized test like the GRE’s or GMAT’s is an approach many great presenters take because they must comprehend essential knowledge, be able to articulate a range of business vocabulary, and apply qualitative skills to bring the pieces together to make a presentation tick. Following such a methodology shows the thoroughness of the presenter and that the prospective client is important. It will be easy to answer such questions, “says who” and “based on what.” In other words, as a presenter, a person will be able to answer the “why is this important?”

In the medical area, presentation must be clear and articulate. Haber and Lingard (2001) stated that “Oral presentation skills are central to physician-physician communication; however, little is known about how these skills are learned. Rhetoric is a social science which studies communication in terms of context and explores the action of language on knowledge, attitudes, and values.” (p. 308). What we do know; however, is that it is important to make sure that the presenter does not continue to speak without breaks, clearly explains all ambiguous words, and captivates the audience so that they do not deviate their attention from focusing on subject matter other than the topic at hand.

Being able to grab the executive’s attention, whether it is a doctor or a CEO can be done in three key ways: use executive vocabulary, understand business terminology, and be well spoken by presenting the presentation with proper English grammar. According to St. John (1998), “there is further proliferation of terms within Business English; some focus on people, some on purpose and some on jobs. So you may hear of English for Professionals, English for Professional Purposes, and English for Secretaries or Secretarial English.” (p. 4). Furthermore, “Research requires data, people and time. While research time is not the prerogative of lecturers, they at least are paid for it. One limitation on research, whatever our position, is the availability of data, particularly for spoken interactions.” (p. 4). Therefore, it is important to recognize that when developing an executive presentation regardless of profession, the intended audience must be considered as well as the level of research conducted prior to the presentation. A presentation is not just about selling an idea; it is about understanding the data that relates to the topic and the value of the people and their time which are involved in the study.

References Cited

Haber R J & Lingard L A (2001). Learning oral presentation skills: a rhetorical analysis with pedagogical and professional implications. Journal of General Internal Medicine, 16(5), 308-314

St. John, M.  (1998). Business is booming: Business English in the 1990s. English for Specific Purposes, 15(1), 3-18.

Getting a degree from an accredited American university is very different than those degrees conferred from other countries. Unlike at European and Asian universities where a graduate degree is the equivalent of a Bachelor’s degree in the United States, there are three very distinctive educational levels: Bachelors Degree, Master Degree, and Doctoral Degrees. Most foreign universities are very limited in the delivery format whereas United States universities have a variety of means to deliver instruction. While the academic standards may vary between the traditional formatted learning environment and a hybrid/online setting, the admittance process is similar.  In fact, it may actually be more difficult.

A fairly broad consensus is that most graduate school programs require a student to have a minimum of a bachelor’s degree from an accredited college. The average required GPA (Graduate Point Average) may differ from school to school, but often average 3.25. Most universities and colleges require some form of standardized testing assessment to measure a potential student’s verbal and mathematical aptitude. Common exams taken include the Graduate Record Examination (GRE) or the Miller Analogy Test (MAT), Graduate Management Admissions Test (GMAT), or Medical College Admissions Test (MCAT). Additionally, students from non-English speaking countries will have to take the TOEFL exam too so that they can prove their verbal abilities are adequate to be a part of a non-native university. Most universities require a student to prepare an admissions statement or essay. Reference letters also carry considerable weight. One unique factor about graduate admissions that is not taken into account during an undergraduate degree is life experience and personal validation. In a study conducted by Landrum, Jeglum, and Cashin (1994), autobiographical statement and research experience has strong emphasis in graduate level admissions. Landrum et al also indicated that applicants’ experiences were evaluated under three approaches: quantitative, qualitative, and situational.

Data from the US Bureau of Labor Statistics (Dowley, 2009) reinforces this point. In almost any occupation, the higher the level of education attained, the higher the paycheck. In the field of business, there is some caution though. Older learners wanting to go back into academia often find it more difficult because it is challenging to get substantive GRE/GMAT scores. Attempting to enroll in a traditional program may be more difficult whereas an online learning environment may potentially relax the standardized testing score requirements.  Rather, such universities emphasis practical work experience and career achievements as a measure of a student’s potential success.

Regardless of age though, a graduate degree whether it is from an online university or a traditional school offer an adult the potential for better compensation and promotion potential. These are two of the most motivating factors.  So long as the student meets the requirements of a specific university, their chances of admission are quite strong.

References Cited

Dowley, C. (2009). Education for prime time careers. Yahoo! Careers. Retrieved on May 14, 2009, from http://education.yahoo.net/degrees/articles/featured_education_for_prime_time_careers.html

Landrum, R.E, Jeglum, E.B., & Cashin, J.R. (1994). The decision-making processes of graduate admissions committees in psychology. Journal of Social Behavior & Personality, 9(2), 239-248.

Educational technology, which is applying technology into an online or traditional classroom, is only as successful as the components that it is comprised of. Studies have shown that students in technology rich environments, experienced positive effects on achievements in all major subject areas. Additional technology rich environments enable students to increase achievement in preschool through higher education through regular and special needs settings. Furthermore the attitude to learning and self-concept improve when computing is used as an instruction method. (Schacter, 1999). This article will focus on both the hardware and software aspects of learning in a language arts based classroom.

Teachers have the ability to use a variety of tools in the traditional classroom environment. Tiene and Luft (2001) indicated that tools such as projectors and computers are becoming common place in the classroom. The use of overhead projects is diminishing while the active use of projectors and whiteboards are becoming common place, especially since the Internet flourished. Projectors are used to bring to life three dimensional experiences that a transparency overhead cannot. For example, multimedia, simulations, videos, maps, and even multi-modal tools can be displayed for group based used. Faculties even use educational software in order to teach students skills, including grammar and writing.

Computer-supported writing applications that offer features beyond those of common word processors may be used flexibly to provide additional writing support to students who are struggling (Sturm, Rankin, Beukelman, & Schutz-Muehling, 1997). With Web 2.0 technologies becoming a mainstream part of the educational experience, blog, wikis, edutainment based games, curriculum oriented software, web-based reading assessments, and math intervention software activities all help students improve mastery on the computers. For students with learning disabilities though, educational technology helps these learners most by improving their writing and vocabulary aptitude. According to Sturm et al, “Benefits from computer supported writing range from individuals who have language-learning impairments to those with severe speech and physical impairments. Preliminary research with students who have learning disabilities has shown that word-prompt computer programs can significantly reduce spelling errors and improve attitudes towards writing” (p. 148).  There are a variety of tools that are available in the educational technology market that have proven to enhance a learner’s grammar and vocabulary.

The most recognized tool on the market is Ultimate Vocabulary. While Ultimate Vocabulary is well known for its ability to help learners prepare and grow for standardized test such as the GRE, SAT, and GMAT’s, it also offers other strong benefits. First, Ultimate Vocabulary has the potential to improve a learners’ spelling. For example, when a learner reads an email or a business proposal full of spelling errors, one may be considered unpolished and uneducated. Tools like this can help professionals stop such challenges. For students with exceptional learning issues, it teaches them the rudimentary skills needed to spell correctly. Students with learning disabilities also have a challenge expressing themselves. Learning tools such as Ultimate Vocabulary equip the learner to better handle expressing ones ideas articulately. It also has the ability to help the learner improve their reading comprehension and analysis skills. It teaches the learner how to understand concepts when they are being read. Tools such as Ultimate Vocabulary are important for the learning process, especially for those with learning disabilities as they not only help foster a rich learning experience, but also help facilitate educational growth in ways a mainstream learning experience may not be able to.

References Cited

Schacter, J. (1999). The impact of educational technology on student achievement: What the most current research has to say. Milken Research Exchange. Retrieved on May 14, 2009, from http://www.sbceo.k12.ca.us/~ims/techcen/EETT/ImpactofET.pdf

Sturm,J.M.,  Rankin,J.L.,  Beukelman,D.R. & Schutz-Muehling, L. (1997). How to select appropriate software for computer-assisted writing. Intervention in School and Clinic, 32(3), 148-161

Tiene, D., & Luft, P. (2001). Teaching in a technology-rich classroom. Educational Technology, 41(4), 23-31.

Most researchers have noted there is a need to alter the way in which teaching vocabulary is approached.  Researchers are now finding that, through the wrong instruction, are also difficulties in applying words to everyday situations, such as with communication, listening and reading.  Software tools and outside resources are used to offer more opportunities for reading and application.  One of the known tools that is moving toward the center of vocabulary learning is “Ultimate Vocabulary.”  Understanding the applications of this software system and how it enhances a student’s learning, is the beginning to better vocabulary building.

Most have noted that, in the research available for better learning and application of vocabulary words, are limitations based on a microscopic view of what should be learned.  The basis of this is that there are only small sets of words taught in the classroom.  These are further limited by the instruction used within the school systems, specifically which has a central focus on memorization of definitions of words, rather then comprehension and application.  The concept that has to be changed is to give a ‘global’ perspective to vocabulary learning where more words are learned, understood and applied in both reading and conversation9.

It is this particular viewpoint that “Ultimate Vocabulary” focuses on first.  The software program begins with a definition that includes unlimited amounts of vocabulary words.  Within each of these words are links to using the words in different context, seeing how they are used through reading and comprehension and builders that help to discover even more of the word.  More then this, reinforcement and repetition are used to assist children in learning vocabulary through flash cards, tests, quizzes and alternative activities.  This offers a well-rounded approach that has unlimited possibilities in learning language, offering a different view from what is currently offered in instruction in the classroom.

The major components that work together with this set up are known to help children to develop expansive knowledge on various words, as well as a depth of understanding for the words.  This is often referred to as a balanced approach to learning language.  The first level of this is combining the known, such as repetition and noticed tools, with new areas for discovery.  The second level includes practice, application and discussion of the understanding of words, such as through the discovery areas, tests and activities.  This helps to reinforce the words while having the ability to comprehend the words at a level where the words can be used in reading or everyday conversation.  The result is known as ‘active processing,’ which allows students to continuously reach new levels of understanding with the words used0.

With the concepts applied, is the ability to use “Ultimate Vocabulary” to work into the breadth of knowledge combined with understanding and applying words.  The different activities allow students to understand vocabulary at various levels, with unlimited opportunities for learning what is needed.  Using this as a supplement to everyday learning is a simple way to help children develop better skills in vocabulary, while providing them with opportunities for understanding vocabulary in an unlimited way.

0 Nichols, William Dee, Rupley, William.  (2004).  Matching Instructional Design with Vocabulary. Reading Horizons (45), (1).