Dedicated teachers who were taking a university course for reading assessment and diagnosis candidly discussed students' problems with vocabulary words that impede successful reading comprehension. Their viewpoints about ways to help students learn to use vocabulary strategies effectively led to the development of two vocabulary strategies that were based on cognitive and personality styles. The interactive process of developing the strategies pushed the teachers' imaginations and created a challenge for the teachers and their college professor.
Roberts, E. (1999). Critical teacher thinking and imaginations: Uncovering two vocabulary strategies to increase comprehension. Reading Horizons, 40 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol40/iss1/4