ABSTRACT
VI. General Strategies for Developing Word Meaning A. Providing Direct and Vicarious Experience B. Teaching Meaning as an Association Process C. Teaching Words in Semantically and Topically Related Sets
1. Semantic Association 2. Semantic Mapping 3. Semantic Feature Analysis
D. Teaching Pupils to Infer Meaning From Context Cues 1. Typographical or Format Aids 2. Structural Cues 3. Illustrations 4. Semantic Context Cues 5. Syntactic Context Cues and Presentation Cues 6. Analogy Cues 7. Context Plus Phonic or Morphemic Cues 8. Use of the Cloze Technique
VII. Semantic Encoding VIII. Additional Strategies for Developing Word Meaning
E. Teaching Pupils to Use Morphemic Units as Cues to Meaning F. Teaching the Meaning of Homonyms G. Teaching Pupils to Use and Interpret High-Imagery Words
H. Teaching Special Vocabularies I. Teaching the Etymology of Words J. Teaching Space, Numerical, and Time Concepts K. Teaching the Interpretation of Figurative and Idiomatic Expres-
sions 1. Figures of Resemblance 2. Figures of Contrast or Satire 3. Figures of Exaggeration
L. Teaching the Use of the Dictionary as a Guide to Meaning IX. Summary
As noted in chapter 1 and in the introduction to this section, the reader cannot develop a meaningful representation of the writer's written message without lexical access or the encoding of the meaning of single words and without semantic meaning or the encoding of the meaning that is appropriate to the context. Chapter 10 concerns itself with these two processes of comprehension.
