The Multiple Meanings Library was created by a certified speech and language pathologist for students ages 5–15 who struggle with oral and written comprehension of words with multiple meanings. The Multiple Meanings Library can be used for students with: Receptive/expressive language disorders Word-finding problems Learning disorders Autism Specific language-learning disorders, etc.
The Multiple Meanings Library allows students to practice multiple meanings in the following five different types of activities:
he Multiple Meanings Library is easy to navigate and allows users to employ several tools, enabling them to perform the following tasks:
Having knowledge of multiple meanings is critical for both oral and written communication and a successful education. Children are exposed to words that have multiple meanings on a daily basis at school and social settings. Students are expected to access their lexical dictionaries quickly enough to accurately respond to a teacher’s directions or questions; however, sometimes the teacher’s directions or explanations may contain words that have more than one meaning, making it very difficult for children with limited vocabulary knowledge to understand.
Students who are learning to read can also experience reading comprehension difficulties when reading a new word or a word that has multiple meanings (Adams, M., 1990). Understanding words with multiple meaning is also importing in social settings, as children need to employ figurative and humorous usage of multiple meanings.
Children who struggle with multiple meanings, for example, may not understand the inferences or jokes that are presented by their peers, and because of this, they may feel isolated. Most researchers of vocabulary agree that the best method for vocabulary teaching should employ both direct and indirect teaching that includes both receptive and expressive tasks (Vacca, Vacca, & Gove, 2000; Marzano & Marzano, 1988).
Children learn multiple meanings by constructing a visual image that connects the target word with a familiar word through exposure to words in multiple contexts by listening to varied information about each word. (Beck 2002) The Multiple Meanings Library employs the above research by providing students with repetition and multiple exposures to words in different context.
Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. Beck, I. L., M.G. McKeown, & L. Kucan. (2002). Bringing words to life. New York: The Guilford Press. Marzano, R. J. & J. S. Marzano. (1988). A Cluster approach to elementary vocabulary instruction. Newark, DE: International Reading Association. Vacca, J., R.Vacca, & M. Gove. (2000). Reading and learning to read (4th ed.). New York: Longman.
Multiple Meanings Library has served to drive home the concept of words having more than one definition to many of my students. The visual and auditory supports greatly help to reinforce various word meanings.Let's talk speech and language
I really love the data collection on this app. When you finish a group of students, the data page lists each student and their percentages. This is perfect for how I collect data, because I can add the results to each data sheet at the end of the group. The other way to look at data is to use the Report button on the home page. That allows you to look at a single students progress over time.Speech Room News
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