Jj is for Jottings 157. Word Confusions: Affect/Effect; Lie/Lay.
This article covers the topic of word confusions: affect/effect; lie/lay. Posts on word confusions will pop up from time to time. The two previous posts are: word confusions:ton/tonne;home/hone and word confusions:bought/brought;in a moment/momentarily. Continue reading
Jj is for Jottings 149. Poor Neglected Adverbs.
Unlike the dreaded apostrophe, which many people underuse and many people overuse, the poor neglected adverbs are in danger of disappearing altogether. (Although I still have no idea whether the same people underuse as overuse apostrophes, if they’re different people, or a bit of both. I suspect the third option.) If you are unclear about where to put an apostrophe, you can find out here. Continue reading
Jj is for Jottings 137. Auditory Processing Disorders.
Following on from auditory skills and developing auditory processing skills, we now turn our attention to auditory processing disorders. There are so many conflicting ideas in the literature as to exactly what constitutes auditory skills. One could really become bogged down by this and therefore any resulting disorders. There is even disagreement as to whether it should be “auditory processing disorders” or “central auditory processing disorders.” I’ve decided to go with the thinking that “central” implies problems only at the brain level and consequently limits the definition.
Auditory processing disorders – attempting to prevent them is a good policy.
Jj is for Jottings 135. Morphemes.
There was a brief definition of morphemes in the article on learning vocabulary. Direct vocabulary instruction referred to using morphological knowledge to work out meanings of more complex words. So it’s probably time to go more thoroughly into morphemes and how important they really are. Knowledge of morphemes is important in phonics for both reading and spelling; and also in vocabulary and comprehension. That’s a broad sweep across both language and literacy. Continue reading
Jj is for Jottings 134. Word Confusions: Bought/Brought; In a Moment/Momentarily.
In this article I want to concentrate on word confusions: Bought/Brought; and In a Moment/Momentarily. I said in my first article on word confusions that I would write about other word confusions from time to time. (And I freely admitted that ton/tonne was a somewhat unusual choice for a first article. But I received a very complimentary comment on my blog from a transport company who appreciated the article. They said how vital it was in their line of business and that the distinction was underappreciated. I was similarly complimentary to an oblivious news reporter on television the other night when she pronounced “tonne” correctly. It makes a pleasant change from berating them about their errors.) Anyway – to the topics in hand… Continue reading
Jj is for Jottings 133. Vocabulary: Homonyms, Heteronyms and Homophones.
Following on from learning vocabulary and direct vocabulary instruction, it is useful to consider another aspect of vocabulary: homonyms, heteronyms and homophones. These categories are often either unknown or confusing for many people, so this is a good time to sort them out. We can also see how useful they are as part of the approach to teaching vocabulary.
Much of the confusion about these word categories can be ironed out by discovering the root words of each category. Then it is easy to remember what they mean. Continue reading
Jj is for Jottings 132. Direct Vocabulary Instruction.
When a child has poor vocabulary knowledge for their age, it indicates that they struggle to learn vocabulary from their written or spoken language experiences. They will then need direct vocabulary instruction to increase their chances of catching up with their peers.
It also makes sense to teach them strategies to help them learn new word meanings from their language experiences. These strategies involve teaching them to use morphological knowledge (see previous article) to work out meanings of more complex words, or to search for words that might provide clues to the meanings of other words in context. A combination of this broad, strategy-based approach and direct vocabulary instruction will provide the best results, according to recent research. And it aids not just vocabulary knowledge, but also reading comprehension.
Many children with poor language and reading skills will have only a nodding acquaintance with many word meanings. They can even be quite common, concrete words which you would expect them to know. These children can easily slip through the net. Parents and teachers may not observe that, although children may use a word, their knowledge of it is actually very limited. It’s not just a case of “he used that word so we can mentally tick it off as part of his vocabulary”. We need to be more vigilant than that.
Direct Vocabulary Instruction needed at this age? Probably not for a cria.
Jj is for Jottings 131. Learning Vocabulary.
Learning vocabulary – the words a person knows and uses – is a lifelong process. Talking to and reading with your child right from the start is a good recipe for a child to develop a rich vocabulary. I have talked about vocabulary in previous articles, mainly in the context of reading with children and children reading for themselves. But, given that vocabulary is so important, I thought it was worth going into a little further.
Learning Vocabulary. The User Guide in “Aa is for Alpacas” explains how to use the book to enhance vocabulary skills.
Jj is for Jottings 129. Adjectives Add Interest.
In previous posts we have discussed nouns and articles. The next part of speech we will cover is adjectives. Adjectives add interest to language because they describe nouns and pronouns, making our speech or writing more colourful and informative. They are the difference between “The man walked down the road” and “The bent old man walked down the long, winding road”. You get a much clearer and more interesting mental picture with the second sentence, I bet. Continue reading
Jj is for Jottings 126. The Bossy ‘E’.
The bossy ‘e’ (sometimes called the magic ‘e’) appears so often in written language that it is worth revisiting in its own right. It is a classic case of “Give a man a fish and you will feed him for a day. Teach a man to fish and you feed him for a lifetime.” Once you know the rule, you can unlock thousands of words. Continue reading
