Heather St.

Pierre
SPED 5326

LINCS Vocabulary
Strategy

February 8, 2016

Model the new strategy.

LINCS is an appropriate learning strategy for

whole-classroom instruction that can help
students with mild learning and reading
disabilities learn new or unfamiliar vocabulary.

What does LINCS stand for?

L
I
N
C
S

List the Parts: name the new vocabulary

word and its definition
Indicate a Reminding Word: select a
word that sounds similar to the new
vocabulary word
Note a LINCing story: generate a short
sentence using the reminding word
that provides clues to the meaning
of the new vocabulary word
Construct a Picture: draw a picture to
illustrate the LINCing story
Self-test: challenge your memory of
meaning, illustration, reminding
word, and story

How to implement LINCS

1. Using the front and back side of a notecard, have students
divide each side horizontally with a straight line
2. On the top half of the front of the card, students should
write the new vocabulary word and a word that has similar
sounds on the bottom half
3. On the back, write a brief definition of the new vocabulary
word on the top half of the card
4. Divide the bottom half of the back of the note card in half
vertically.
5. On the left side of the bottom half, students should create
a brief sentence using the reminding word formed in step 1
that conveys the meaning of the new vocabulary word.
6. On the right side of the bottom half, students should draw
a picture illustrating the sentence they just created.

Using LINCS to learn new word

meanings

When introducing vocabulary words to students with mild learning or reading

disabilities, LINCS is a strategy to help students understand how to use new
words in the proper context.

The purpose of this strategy is not to memorize lists or facts. It is only to help
students learn how to use unfamiliar words and how to recall them if needed
later.

Modifying this strategy for students with learning disabilities can be as simple
as changing one step that a student may find frustrating into a step that he or

References:
Faggella-Luby, M., Schumaker, J.S., & Deschler, D. D. (2007). Embedded learning strategy instruction: Story-structure pedagogy
in heterogeneous secondary literature classes. Learning Disability Quarterly, 30(2), 131-147.
Harris, M. L., Schumaker, J. B., & Deschler, D. D. (2011). The effects of strategic morphological analysis instruction on the
vocabulary performance of secondary students with and without disabilities. Learning Disability Quarterly, 34(1), 17-33.
Obrien, C. (2005). Modifying learning strategies for classroom success. TEACHING Exceptional Children Plus, 1(3).