study. When studying them, ask "What part of the word gave you
trouble?" The answers will indicate areas of weakness toward which
specific teaching techniques should be directed.

 Always set a purpose for the reading. Teach the students to
set up a clear reason for reading any selection. They should know in
advance why they are doing the reading and what they expect to get
out of it. This habit should be established very early for it is
essential for comprehending what is read.

 Introduce the new words at the beginning of each unit and
review words the student had difficulty with in past units. Many,
but not all, of the texts for adults give lists of the 'new' words
and the order in which they are introduced. In the latter case, go
over the material prior to the instructional period and make a list
of the words to be checked with the students and taught if necessary.
When the student is ready for the reading selection, he should know
almost all of the words on sight and he should not have to stop and
sound many words. Nor should the reading have to be interrupted for
vocabulary study! If much emphasis is given to the study of words
during the reading period, the individual words become the center of
attention rather than acting as vehicles for the transmission of ideas.

 In introducing new words, present them first in an oral context.
Then present them in a written context that can carry a message. Read
the written context so that students learn how the word sounds in con-
text. Later, if necessary, work with the word in isolation, in phrases,
and in other sentences. Teach, and have the student apply the various
word attack skills that are appropriate prior to doing the reading.
Then observe his reading to see if he uses those skills. Note his weak-
nesses and provide corrective work in those areas at the beginning of
the next session. Techniques for developing word attack skills include
the use of the picture clue, the configuration clue, the phonics clue,
the dictionary clue, and the context clue.


 SOME TECHNIQUES FOR DEVELOPING RECOGNITION VOCABULARY

 These techniques are useful in teaching students to recognize
words already in their speaking and listening vocabularies. The order
of listing is arbitrary.

 1. Put two similar appearing words on flash cards mixed
 in with flash cards that have two words that are the
 same. Expose very briefly and ask if the words are
 the same or different.

 WHAT W3EN THAT THAT WHITE WHICH

 2. Ask the students to underline new words in their texts
 as you read them from a list.


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