work in progress, no linking yet please

“Let me try once more,” Milo said in an effort to explain. “In other words–”
“You mean you have other words?” cried the bird happily. “Well, by all means, use them. You’re certainly not doing very well with the ones you have now.”
― Norton Juster, The Phantom Tollbooth

Ok, I have been dreadfully remiss about this entry. The very thing that makes it important (the sea of methods and styles available) also makes it difficult to research fully in a timely fashion. What I can say, without any hesitation at all, is that you should be prepared to adapt to your student, both in pacing and in method. No single approach is right for every student, and trying to force a student into a specific approach can actually harm their scores.

In general, I personally do not recommend a strong emphasis on learning word parts, a fast pace of vocab acquisition, or learning new words in thematic groups that include antonyms. I also favour quality over quantity – a word that a student learns to fully understand and use can help them on the sentence completion, on the passages and on their own essay. That one truly mastered word is worth more than three half-learned words that leave a student lost in thought trying to decide if they do or don’t know what it kinda sorta might mean.