We know how to accelerate the learning of written word decoding by teaching forty sounds and by teaching how to blend those sounds rapidly together. Thus, a general case can be learned that will permit the reading of any regular-sound English word. Almost all kids without a cognitive disability can be taught to decode in a timely manner. And, in this way, a great efficiency in teaching is achieved when a relatively small set of building blocks can be recombined into a large set of applications.
It is the vocabulary deficit that remains the educational sticking point for lower performers, though some inroads have been made. Since low IQ kids do not learn as quickly as higher IQ kids, their vocabulary acquisition rate is significantly reduced. The problem is compounded because low IQ kids tend to have low IQ parents and the language used at home tends to be much lower than in higher IQ families:
This is intended to be a place where those interested in all aspects of vocabulary research can contribute and communicate in an informal manner. Please consider using this as a resource for feedback from colleagues by submitting short descriptions of current projects such as articles and proposals. This is a moderated forum so please allow some time for submittals to show up for discussion.
It is a well accepted fact communication skills play a vital role in today’s world where geographical boundaries are gradually vanishing. To interact you have to read, write and speak effectively. It is a fact that a person with poor or ineffective communication skills often gets ignored. Equally important is one’s ability to understand what others speak and write. If you make grammatical errors in your communication, others will not be able to understand you and on certain occasions others may even misunderstand you. In the same way if you get a write-up full of grammatical errors, you won’t be able to understand it. Both these situations can occur when things are not made clear by using correct grammar.
It’s not easy to build a vocabulary that allows you to read as well, or almost as well, as people who grew up speaking and reading English. It's quite easy to build the basic vocabulary of 1000-2000 words that you need in order to speak English to other people and understand what they’re saying. You’ll probably pick up that many words, without really trying, during the early stages of your study of English. And if that doesn’t happen, you can always sit down with a good vocabulary list and a dictionary and start memorizing.
One method is to take the direct approach and learn words ‘out of context’ — by studying word lists, doing vocabulary ‘exercises,’ or even by reading through a learners’ dictionary. There are plenty of textbooks around to help you with this job and you may find English courses that concentrate on this sort of vocabulary building.
It’s also possible to take a more ‘natural’ approach and try to build up your vocabulary by reading English books, newspapers, and magazines — looking up words in a dictionary as you go along and taking notes.
Root words are most often combined with other word parts to precisely describe a particular phenomena, action, or thing. Continuing with the root word -chrom- an example of this type of combining is chromolithography =chrom (color)+lithos (a stone)+graphien (to write) which is a method of producing color printed pictures using stone or zinc plates. Many roots are much more productive than -chrom- and certain prefixes (like un- meaning not, lack of, the opposite of as in undo) and suffixes (like -ology meaning a specified type of speaking as in eulogy or the science, doctrine, study of, or theory of as in geology) are in hundreds of words. You can greatly improve your command of English by familiarizing yourself with these word parts.
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