The idea behind STORIED is simple and intuitive: stories to ace tests. STORIED is applied literature in the service of organic, stress-free vocabulary acquisition.
We use set vocabulary lists containing the most persistently occurring words on a given type of test. We also limit the length of each story written, and, of course, have talented writers and illustrators create the stories, and professional actors read them on audio.
We offer an engaging, fun, multimedia vocabulary-learning service with:
- continuous exposure to words via multiple stories and serialization: same characters, different situations/genres
- improved and stress-free, fun vocabulary acquisition
- increased familiarity with reading, leading to
- better reading comprehension, writing ability and general literacy, preparing the student
- for the test, and
- for a successful career in college and beyond
STORIED is based on sound scientific footing. Recent papers on contextual learning and language acquisition include:
Ehrlich, Karen, & Rapaport, William J. (2004), “A Cycle of Learning: Human and Artificial Contextual Vocabulary Acquisition”, Proceedings of the 26th Annual Conference of the Cognitive Science Society (Mahwah, NJ: Lawrence Erlbaum Associates, 2005): 1555.
Among other things, this paper states explicitly that “it is well-known that the majority of a person’s vocabulary is obtained from context.”
Stahl, Steven A. (2003), “Words Are Learned Incrementally over Multiple Exposures”, American Educator 27 (1) (Spring): 18-19, 44.
As the title suggests, this paper speaks of how words are acquired through multiple exposures in text, and offers a breakdown of word familiarity developed by earlier researchers (a. I never saw it before. b. I’ve heard of it, but I don’t know what it means. c. I recognize it in context–it has something to do with… d. I know it.) similar to the kind we have adopted in our integrated word-review system.
Biemiller, Andrew (2001), “Teaching Vocabulary: Early, Direct, and Sequential”, American Educator (Spring 2001): 24-28, 47; reprinted from the International Dyslexia Association’s newsletter ’Perspectives’ [No.] 26 (4) (Fall 2000).
This paper states that “children do readily acquire vocabulary when provided with a little explanation as novel words are encountered in context,” something we achieve by making vocabulary words clickable in the text, leading to their definition (as well as part of speech and usage) being displayed. The paper further recommends that, given “the establishment of plausible vocabulary lists, teachers could relate these lists to vocabulary being introduced in books (short stories, novels, texts) being studied.”
Charles, Walter G. (2000), “Contextual Correlates of Meaning”, Applied Psycholinguistics 21: 505-524.
This paper endorses “the claim that people abstract a contextual representation from experiencing the multiple natural linguistic contexts of a word.”
More abstracts and articles backing up our method are available upon request. All studies cited, as well as many others, may be found in or via this comprehensive bibliography: http://www.cse.buffalo.edu/~rapaport/refs-vocab.htmlGot a question? Please drop us a line at firstname.lastname@example.org