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This paper describes the solution of a steady‐state natural convection problem in porous media by the radial basis function collocation method (RBFCM). This mesh‐free (polygon‐free) numerical method is for a coupled set of mass, momentum, and energy equations in two dimensions structured by the Hardy's multiquadrics with different shape parameter and different order of polynomial augmentation. The solution is formulated in primitive variables and involves iterative treatment of coupled pressure, velocity, pressure correction, velocity correction, and energy equations. Numerical examples include convergence studies with different collocation point density and arrangements for a two‐dimensional differentially heated rectangular cavity problem at filtration Rayleigh numbers Ra*=25, 50 and 100, and aspect ratios A=1/2, 1, and 2. The solution is assessed by comparison with reference results of the fine‐mesh finite volume method in terms of mid‐plane velocity components, mid‐plane and insulated surface temperatures, streamfunction minimum, and Nusselt number.

To examine how vocabulary instruction can lead toward students connecting the known to the familiar with the unknown.

Theoretical advances in vocabulary acquisition and utility are discussed in relation to word reading and knowledge formation. Extending theory requires pedagogical planning and reinforcement to promote skill learning first toward preparing students to have the capacity to acquire vocabulary across the content areas and in turn, understand and apply that knowledge toward problem solving.

Students must be scaffolded toward connecting what they know with that which is familiar and eventually with the unknown; only then can we extend learning beyond our guidance and supervision. Students must be taught how and when to use vocabulary acquisition strategies so they are prepared to overcome difficulties associated with word meanings in independent reading.

It is timely for rich, varied, and complete vocabulary instruction to serve as the basis for learning across the curriculum. Words are the predecessors of tomorrow’s learning and we must consider how to best provide instruction for students who overuse sight words, text shorthand more than they write formally, and even substitute inappropriate language based upon a lack of vocabulary knowledge and ability to articulate their feelings.