9. Ask the students to underline the synonyms.


 Bad: Evil Poor Wicked Fear War

 10. Tell the students to underline the antonyms.

 Calm: Agitated Ruffled Smooth Angry

 11. Have the students change the prefix of a word to form
 a new word.

 Inactive Misuse Reserve Transmit
 Overactive Disuse Conserve Remit

 12. Have the students select the best meaning for a word
 given in a context.

 He told lies, was lazy, and beat his wife. He was
 really a nice person!

 13. Encourage the students to keep vocabulary notebooks.

 14. Provide the students with words to be classified:
 Automative, Electric, Clerical.

 copier, bulb, horn, wheel, tire, wire, switch, car-
 buretor, file, desk.



 SOME TECHNIQUES FOR DEVELOPING COMPREHENSION


 Comprehension relates to both types of comprehension and level of
comprehension. Type of comprehension refers to the ability to grasp
main ideas, recognize major and minor details, follow directions, and
so forth. Level of comprehension refers to the comparative difficulty
of the material dealt with. For example, can the reader get the main
idea in most grade level three materials? In most grade level four
materials? Does he have difficulty recognizing and organizing details
at the grade five level?

 As the reading difficulty is increased, the ideas presented tend
to become more abstract. The depth of meaning involves more and more
the use of inferences. A student should not be advanced from one read-
ability level to another until he has developed the ability to deal
adequately with that level of abstractness. Too often, depth work in
comprehension is ignored as teachers fall into the trap of thinking a
person can read well merely because he says the words on the page.


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