Reading Blaster Vocabulary

##AUTHORSPLIT##<--->Reading Blaster Vocabulary is an ideal instructional supplement for parents and language arts teachers. Its ease of use for students, parents and teachers makes it an excellent choice to use as an additional activity each week. Its regular use would support the many language arts skills that are currently being assessed on many state-mandated tests: reading comprehension, using contextual clues, definitions, spelling, root words, prefixes, suffixes, grammar skills and parts of speech.

This vocabulary software can be easily implemented into weekly lesson plans using the word list editor, which allows the teacher or parent to input twenty spelling/vocabulary words along with their definitions and two sentences using the words. This is an excellent way for students to have independent practice using their weekly vocabulary words. The lists can be saved or deleted accordingly.

There are six different vocabulary activities in which students participate to earn clues to solve a mystery. The activities are geared to the 20,000 vocabulary words created by renowned educators to enhance reading comprehension or to the vocabulary words that the teacher or parent input prior to assigning the practice.

Reading Blaster Vocabulary would be very applicable in any Language Arts classroom. Not only would it be good for the ages listed (9-12) but also for high school remedial reading classes where students need vocabulary development. The sound and graphics of the activities are not so “childish” that middle and high school students would be embarrassed to use the software, especially since the word lists could be determined by the teacher or parent. Reading Blaster Vocabulary by Knowledge Adventure would be an excellent addition to a school or home library of educational materials to enhance learning.

Donna Wolak

Reading specialist/English teacher

Godby High School

Tallahassee, FL

[email protected]

Contact Information

Knowledge Adventure, Inc.

Torrance, CA

(800) 545-7677

This article originally appeared in the 04/01/2000 issue of THE Journal.