DOCUMENT RESUME ED 356 361 CE 063 440 TITLE Mary's Story

DOCUMENT RESUME

ED 356 361

CE 063 440

TITLE

Mary's Story: A Curriculum for Teaching Medical

Terminology.

INSTITUTION

Pennsylvania State Univ., University Park. Inst. for

the Study of Adult Literacy.

SPONS AGENCY

Department of Education, Washington, DC.

PUB DATE

CONTRACT 98-2020

NOTE 129p.

PUB TYPE Guides Classroom Use

Instructional Materials (For

Learner) (051) -- Guides Classroom Use

Teaching

Guides (For Teacher) (052)

EDRS PRICE MF01/PC06 Plus Postage.

DESCRIPTORS Adult Basic Education; Adult Education; Adult

Literacy; *Allied Health Occupations Education; Basic

Skills; Core Curriculum; Curriculum Guides;

Instructional Materials; Learning Activities;

Literacy Education; *Medical Vocabulary; Pretests

Posttests; Teaching Guides; Teaching Methods;

*Vocabulary Development; *Vocabulary Skills

ABSTRACT

This packet of materials for a class on medical

terminology consists of a collection of stories with highlighted

vocabulary, teacher's guide, and student's guide. The materials teach

medical terms in a series of stories about a woman named Mary

Consola. Each story begins with a list of word parts that will be

learned; after the story, new word combinations are listed. A

glossary is provided. The teacher's guide discusses the three

components of each lesson in the core curriculum: before, during, and

after reading activities. Teaching strategies are suggested, and

additional review activities are described. The student's guide

consists of reproducible informational sheets and activities. An

introduction discusses language changes, a short history of the

English language, a short history of medical language, and vocabulary

building through learning word parts. Reproducible activities are

then presented for 13 lessons. Pre/posttests are also provided.

(YLB)

***********************************************************************

Reproductions supplied by EDRS are the best that can be made

from the original document.

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U.S. DEPARTMENT OF EDUCATION

One of Educationsi Research and improvement

'RONAL RESOURCES INFORMATION

CENTER IERICI

his document has been reproduced as

received Porn the person or oroanaatton

ortginattng

C Minor changes have been made to improve

reproduction quality

Points ot new or opintons stated tn this docu

went do not necessartiy represent ottictal

OERI position or pohcr

MARY'S STORY:

A CURRICULUM FOR

TEACHING

MEDICAL TERMINOLOGY

Bernice Paradise Sheaffer

Project Coordinator

Priscilla Carman

Project Assistant

Dr. Eunice N. Askov

Project Director

Professor of Education

Director, Institute for the Study of Adult Literacy

Fiscal Year. 1991-1992

Institute for the Study of Adult Literacy

Penn State University

204 Calder Way. Suite 209

University Park. PA 16801-4756

(814) 863-3777

Contract No.: 98-2020

Federal Project Cost: $21.000.00

The activity which is the subject of this report was supported in part by the U.S. Department of

Education. However, the opinions expressed herein do not necessarily reflect the position or

policy of the U.S. Department of Education or the Pennsylvania Department of Education, and

official endorsement by these agencies should be infeexed.

Table of Contents

Introduction

Mary Moves In 2

Meeting a New Neighbor

An Emergency

Mary Learns New Word Parts

Mary Reviews What She Has Learned

Mary Starts School 22

More Familiar Word Parts

Places and Directions

Mary Begins to Learn Body Parts (Nervous System)

Mary Reviews Again

Mary Knows More Body Parts

Mike Hurts His Neck 59

Mary Moves

Conclusion

Glossary

Acknowledgments

The authors would like to thank the following people for their

kind and expert advice in preparing this manuscript:

Leslie Schwierian,

Nancy Russell, RN., and

Judith Vietto, RN.

Introduction

4F:

This class will help you learn to use medical terms. The

terms will all be used in stories about a woman named Mary

Consola. Mary's husband, Mike, had been out of work for a

long time. It was very hard for Mary, Mike, and their son Billy

to make ends meet.

But Mike found a job and he, Mary, and Billy had to move

to a new town. Mary's mother lived with them. You will follow

Mary to her new apartment, through school, and into a new

job. Along the way you will meet new people, especially

Thelma, Mary's new neighbor.

We hope you enjoy Mary's stories and hope they help

you learn your medical terms.

1. Mary Moves In

In this story you will learn about these word parts:

arthr/o

tonsill/o

gastr/o

itis

Mary looked around her new apartment and felt better

than she had in a long time. Her husband, Mike, had a job.

Billy, her six-year-old son, was happy in his new school. Her

mother moved with them. Mary just had to get used to life in a

brand new town.

Her mother's arthritis was bothering her, so Mary had

to find a good doctor who could help her. Mike had gastritis

before they moved, but it wasn't bothering him right now.

Billy had just had tonsillitis. He had been very sick, but

he was better now. But Billy needed to have a check-up by a

children's doctor.

Here are the combinations:

arthritis--(joint + inflammation) inflammation of joint

gastritis(stomach + inflammation) inflammation of

stomach

tonsillitis--(tonsills + inflammation) inflammation of tonsills

2. Meeting a New Neighbor

In this story you will learn these word parts:

andr/o

cardi/o

dent/i

dermat/o

gynec/o

hemat /o

iatr /o and ian/o

ist

logist

nephr/o

neur/o

onc/o

ophthalmic)

path/o

ped/o

paych/o

Mary finally had her apartment organized. She still had

to get used to the new town. She went outside to get her mail.

Along the way, Mary ran into another woman who was in a

nurse's uniform.

"Hi," said Mary. just moved in. My name is Mary

Consola."

*Hi," the woman answered. "I'm Thelma Jones. I

live in

the apartment right next to you. Welcome."

"Are you a nurse?" asked Mary.

Thelma smiled. "Yes, I'm an LPN. I just started about

three months ago. The training was hard work, but worth it.

love my job."

Mary had a great idea. "Maybe you can help

I need to

find new doctors. You probably know all the

doctors in this

town."

"What kind of doctor do you need?" Thelma asked.

"I'm not sure. I don't know the medical titles

the doctors

use," Mary replied.

"Well, let's get the telephone book and look in the Yellow

Pages. I'll help you."

They looked in the Yellow Pages under physicians.

Mary frowned. "See, what I mean. These words are so

long. I have no idea what they mean. Look at this

cardiologist. What's that?"

Thelma answered, "It is really easier than it looks. Mcst

medical words are made of word parts. If you know what the

word parts mean, you can figure out what the words mean.

Look at the wcird parts in cardiologist. Cardi/o means

something to do with the heart. Logist really means one who

studies or an expert. So a cardiologist is a heart experta

doctor for the heart. Let's look at the other specialties."

"Here's one I know," Mary said. "A gynecologist is a

woman's doctor. I know that logist means an expert. What

does the first part of the wordgynec/o-- mean?"

"You just said it," laughed Thelma. "It means woman or

female. So a gynecologist is a doctor for women. By the way,

andr/o means man."

"Here's one I never saw beforean oncologist. What's

that?"

"Onc/o is the medical word part for a tumor or cancer.

So, what do you think an oncologist specializes in?"

"I get it. That's a doctor who treats people with cancer,"

Mary said.

Thelma told Mary that even a simple word like dentist is

made up of word parts. Dent/i means tooth and ist means

specialist. A dentist is a tooth specialist.

Mary and Thelma looked at the rest of the listings. Here

is what they saw:

Dermatologist: Thehna said dermat/o means skin. So a

dermatolgist is a doctor who specializes in diseases of the

skin.

Hemat/o is the word part for blood. A hematologist is a

physician specializing in diseases of the blood.

Thelma told Mary that a neurologist is a specialist in

problems of the nerves or nervous system. So neur/o has to

do with the nervous system. Neurologists do not work with

people who are "nervous." They treat people who have

something wrong with their nervous systemincluding

the

brain, the spinal cord and the nerves.

A psychologist is a mind specialist. Psych/o is the word

part for mind.

The word part path/o means disease. A pathologist is a

specialist who studies diseases in the body.

Mary and Thelma found a doctor who was a

nephrologist. Thelma said that the word part nephr/o has to

do with the kidneys. So a nephrologist is a kidney

specialist.

If Mary needed an eye exam, Thelma said she could go to

an ophthalmologist. The

word part ophthalm /o means eyes.

"Here's one that's different," said Mary. "I know what

kind of doctor this is, though. It is a pediatriciana children's

doctor. I take Billy to a pediatrician. But that doesn't have

ologist in it."

"No, it doesn't, Mary," Thelma said. miatr/o means a

physician. Ped/o refers to children. So you are right. A

pediatrician is a doctor for children."

Just then Billy came home from school. Thelma said, "Is

it time for the kids to be home from school already? My son,

Gregg, is probably wondering where I am. I have to go."

"Goodbye, Thelma. Thanks for being so helpful. I hope I

see you again."

"Don't worry, you will." laughed Thelma as she went out

the door.

New word combinations:

androgynous(man + woman) without sexual characteristics

of a man or a woman

andropathy(man + disease) any disease that only men have

cardiologIst(heart + specialist) a physician specializing in

the heart

cardionephric(heart + kidney) having to do with the heart

and the kidney

cardioneural(heart + nerves) having to do with the nervous

control of the heart

cardiopathy(heart + disease) disease of the heart

carditis(heart + inflammation) inflammation of the heart

dentist(teeth + specialist) a specialist in the treatment of the

teeth

dermatitis(skin + inflammation) skin inflammation

dermopathy(skin + disease) disease of the skin

gastrocardiac(stomach + heart) having to do with stomach

and heart

gastrologist (stomach + specialist) expert in the study of the

stomach

gastropathy(stomach + disease) disease of the stomach

gynecopathy(woman + disease) diseases peculiar to the

female reproductive system

nephritis(kidney + inflammation) inflammation of the

kidney

neuritis(nerves + inflammation) inflammation of a nerve or

nerves

neurocardiac(nerves + heart) having to do with the nerves

supplying the heart

neurogastric(nerves + stomach) having to do with the

nerves of the stomach

neurologist(nerves + specialist) a physician who

specializes

in diseases of the nervous system

neuroophthalmology(nerves + eyes + the study of) the

study of the nerves of the eyes

neuropathy(nerves + disease) diseases of the nervous

system

neuropsychopathy(nerves + the mind + disease) disease

the nerves combined with a mental

disorder

oncologist(cancer or tumor + specialist) a physician who

specializes in treatment of tumors or cancer

ophthalmitis(eye + inflammation) inflammation of the eye

ophthalmoneuritis(eye + nerve + inflammation)

inflammation of the optic nerve (the nerve to the eye)

psychiatrist(mind + physician) a physician who specializes

in mental disorders

psychopathology(mind + disease + study of) die study of

diseases of the mind

tonsillopathy(tonsils + disease) diseased tonsils

1 "s)

3. An Emergency

In this story you will learn these word parts:

abdomin/o

acute

appendicio

ectomy

febr/o

gram

meter

pharmac/o

phobia

son/o

therm/o

Two weeks passed quickly after Mary met Thelma. The

two women became friends. Mary trusted Thelma and knew

she had a friend she could rely on.

Early one morning, just after Mike had gone to work,

Billy woke up crying. He said he had a terrible pain in his belly.

Mary felt his forehead. He felt very hothe had a fever. She

took his temperature with a thermometer (thermic) means

heat; meter is a measuring device). It was 103°1 By the time

Mary read the thermometer, Billy was screaming that his

belly hurt. Mary ran to her phone and called Thelma. She

came right over, bringing her son,

Gregg, with her.

Thelma said that they should take Billy to the

emergency room. Mary's mother stayed with Gregg

until it

was time for school.

Mary, Thelma, and Billy went to the

emergency room.

Along the way, Thelma tried to comfort Billy

and help

Mary keep calm. Billy was especially

frightened because he

was really afraid of

doctors. Someone had once told Mary that

Billy had a phobia (extreme fear) of doctors.

Soon they were in the emergency room

and Billy was

being examined by the physician. She

said that Billy had

acute abdominal pain and was

febrile. She ordered a blood test

and told Mary that Billy could possibly

have appendicitis. If

he did have appendicitis, he would have to

have an

appendectomy.

Mary was very frightened and asked Thelma

what that

meant. Thelma explained that acute meant a

disorder that

had a sudden start that would not be permanent.

Abdominal

meant in the abdomen or belly. Febrile meant the same as

fever. Mary knew that itis means inflammation.

Appendic/o

refers to the appendix. That is a part of the body

found in the

lower right side of the abdomen. Ectomy means to remove

surgery. If Billy had appendicitis, he

would have to have an

operation to remove his appendix.

A worker came into the room and took some

blood from

Billy for a blood test. Mary and Thelma waited

with Billy for

the results. As they waited, Billy began to feel better.

His belly

still hurt, but he said IL felt better. Soon the

doctor came back.

She said the blood test looked good and she

didn't think Billy

had appendicitis. Just to be sure, she wanted

Billy to have

another test. She called it a sonogram. She explained that

gram means to record and sono means sound. A sonogram

uses sound waves to look inside

the body. It wouldn't hurt

Billy at all.

Thelma and Mary took Billy to another part of the

hospital where the sonogram was done. Then they went back

to the emergency room. A nurse took Billy's temperature. It

had gone down to 99.9°. Billy was beginning to feel better.

The doctor came back into the room. She said that the

sonogram showed that everything was

normal. Billy probably

had a virus. She gave Mary a prescription to take to the

pharmacy (the word part pharmac/o means drugs).

By the next day, Billy was fine. Mary was thankful that

he didn't need an operation.

New word combinations:

androphobia(man + fear) abnormal fear of men

appendectomy(appendix + surgical removal) surgical

removal of the appendix

appendicitis(appendix + inflammation ) inflammation of the

appendix

appendicopathy(appendix + disease) disease of the

appendix

arthrectomy (Joint + surgical removal) surgical removal of a

joint

cardiogram(heart + mark) a record of the electrical activity

of the heart muscle

cardiophobia(heart + fear) fear of heart

disease

febriphobia(fever + fear) fear caused

by the rise in

temperature

gastrectomy(stomach + surgical

removal) surgical removal

of stomach

gynephobia(woman + fear) fear of women

nephrectomy (kidney + surgical

removal) surgical removal of

the kidney

neuropharmacology(nerves + drugs)

having to do with

drugs that affect the nervous

system

ophthalmectomy(eye + surgical

removal) surgical removal of

the eye

pathophobia--(disease + fear) abnormal

fear of diseases

pharmacist(drugs + specialist) a druggist

pharmacology(drugs + study of) study

of drugs

pharmacophobia(drugs + fear) abnormal

fear of drugs

psychopharmacology--(mind + drugs + the

study of) the

study of drugs that affect the mind

thermophobia(temperature + fear) abnormal

fear of heat

tonsillectomy(tonsils + surgical removal)

surgical removal of

tonsil

4. Mary Learns New Word Parts

Here are the word parts you will learn in this story:

anti

audio

dis

disks

inter

infra

lingu/o

post

pre

sub

venous

vertebra(e)

In a few days, Billy was feeling just fine again. Mary was

grateful that Thelma had helped her when Billy was sick, so

she bought a plant for Thelma to say thank you.

Mary took the plant to Thelma's apartment. As soon as

Thelma opened the door she noticed something was bothering

her new friend. "Mary, something's bothering you. What's

wrong?"

Mary looked a little ashamed. To tell you the truth,

Thelma, I feel stupid. If you hadn't been with me last week

when I took Billy to the hospital, I would have never known

what the doctors and nurses were

talking about. You know all

those medical words. I don't."

Thelma smiled. "Come in here and sit

down. LA's talk

about this." The two women went into

Thelma's living room

and sat down.

"You know, I didn't always know those

words. I learned

them in LPN training," Thelma

explained.

"But I don't think I could ever learn

them," Mary said.

Thelma smiled at Mary and said, "I once

thought that

way about myself, but a

friend of mine helped me. She gave me

confidence in myself and said I could

learn those medical

words. She helped me by showing me

how to break the words

down into the word parts. Once you

know some of the word

parts, you can usually figure out the

whole word."

"Look, Mary," Thelma continued, "You already

know

some of the word parts. You use

them every day. Like this:

before you put something into the oven to bake,

what do you

do?"

"I preheat it," Mary said. "I know that."

Thelma laughed. "See, there's a word part you

already

knowpre. It means before."

"How is that used in a hospital?" Mary asked.

"Well," Thelma answered, "before an operation, a nurse

gives a patient preoperative care.

The word part post means

after. After the operation you give postoperative

care."

"Here's another word part you knowinter.

It means

between. International means between

nations. Here's a big

word for you. Intervertebral disks are the disks between the

vertebrae."

Mary held up her hand to stop Thelma. "Hold it! What

are vertebrae?"

Thelma laughed. "Run your hand down your back. Feel

the bone there. That's your backbone or your spine. Feel each

bump. Each one is a bone called a vertebra. The plural of

vertebra is vertebrae. Your spine or backbone is really your

vertebrae."

Thelma went on, "In the hospital the word part antra is

used a lot. Intra means within. Remember in school, when you

had sports, but instead of playing teams from other schools,

you played teams from within your school? They were called

intramurals There are different ways to give injections. You

know, shots. Intramuscular means within a muscle.

Intravenous means within a vein.

"Here's another one. What do they sell at an audio

store?"

Mary answered, "Equipment to play music. You know,

tape players, compact disk players, things like that."

"Right. They're all things you listen to. The word part

audio means hearing. So, what would an audiologist be?"

Mary was getting excited. "Let's see...a logist is a

specialist. Audio is hearing. So an audiologist is a hearing

specialist."

"See, you're getting it. You put the word parts together."

Mary suddenly remembered something

she learned in

school. "We learned about prefixes in

school. Now I

understand. Pre means before, so prefixes go

before the other

words. I know oneanti. It means against.

anticommunist means you are against communism.

Anti -

American means you are against Americans.

Are there any

medical terms with anti in them?"

"Yes," Thelma answered. "Antibacterial

is something

that kills bacteria. Anti-inflammatory

stops inflammation."

"Here's another one, Mary. What

about bi?"

"Well, let me see, a bicycle has two

wheels. So bi must

mean two. Does it?"

Thelma smiled at Mary. "You are really getting it now.

does mean two. Bifocals are glasses with two

lenses."

Thelma continued, "The prefix dis can mean to be

free of

or it can mean not. So

disagree means not to agree. What do

you think disease means'?"

"I guess it would mean to be free of ease or not at

ease,"

Mary answered.

"What about sub?" Mary continued. "I know that means

below or under. A submarine is under the watcr.

If the

temperature is subfreezing, I know it's

under 32°. Are there

any medical terms

with the prefix sub?" Mary asked.

Thelma said to Mary, "Subabdominal means below

the

abdomen. The medical term for the tongue is

lingu/o. Some

special medicines are taken by

placing them under the tongue.

Can you figure out what that's called?"

2,)

Well, if sub is under, and lingual is tongue, I guess under

the tongue would be sublingual."

"That's right. See, it's not so hard if you learn the word

parts."

Here are new combinations:

antiarthritic(against + joints + inflammation ) anything

used to relieve arthritis (inflammation of joint)

audiologist(hearing + specialist) a specialist in hearing

disorders

audiometer(hearing + measure) an instrument used to

measure hearing

dentilingual(tooth + tongue) having to do with the teeth and

tongue

diseasepathological condition; lack of ease"

diskectomy(disk + surgical removal) surgical removal of an

intervertebral disk

diskitis--(disk + inflanunation) inflammation of a disk

antra- abdominal -- (within + belly) within the abdomen

intrafebrile--(within + fever) during a fever

intragastric(within + stomach) within the stomach

intravenous(within + vein) within a vein

ophthalmometer(eye + measurement) instrument to

measure different parts of the eye

postfebrile(after + fever) after a fever

postneuritic(after + nerves + inflammation) period of time

after neuritis

prevertebral(before + bone of vertebra) in

front of a vertebra

subabdominal(below + belly) below the

abdomen

subdental(below + tooth) beneath a tooth

subdermal(below + skin) beneath the skin

subfebrile(below + fever) low fever

vertebrectomy(vertebra + surgical removal) removal

of a

vertebra

'.11

5. Mary Reviews What She Has Learned

Mary went home and started to think about what

Thelma had taught her about medical words. She thought

about all the new words and word parts she had learned in the

past few weeks. She went to the desk drawer and took out a

notebook and started to write all the words and word parts

she had learned.

This is what her notebook looked like:

abdornin/o: the abdomen

acute: illness that came on suddenly and will not

last permanently

with against

append/ o: the appendix

arthr/ o: joint

audio: having to do with hearing

bi: two

cardi/o: heart

dent/ o: tooth

derrnat/ (3: skin

dis: free of; without

disks: pads between the vertebrae that absorb shock

ectomy: to remove surgically

febr/o: afever

gastr/o: something to do with the stomach

-gram: a recording or a measurement

gynec/o: woman

hemat /o: blood

iatric/o and ian/o: doctor

inter: between

intro: within

ist: specialist

itis: inflammation

lingu/ o: tongue

logist: a specialist

-meter: a measuring instrument

nephr/o: kidney

neur/o: nervous system including

the brain

one /o: tumor or cancer

ophthalm /o: eyes

pharmac/ o: having to do with drugs

phobia: extreme fear

post: after

pre: before

psych/o: the mind

son/ o: sound

sub: under; below

therm/o: heat

tonsil/o: having to do with the tonsils (tissue in

the

throat

venous: having to do

with veins

vertebra(e): bones that make up the spine; the

backbone

As Mary looked over her notebook, she was surprised at

all she had learned. Thelma was right! She could learn

medical terms. Mary felt proud of herself. She suddenly felt

more confident about what she

could accomplish. For the first

time in years, Mary began to think about going back to school.

She called the local community college and asked them to

send her information about classes.

She received a catalog from the community college in a

few days. There was one course that really interested her. She

wanted to be an LPN like Thelma. Could she do it?

6. Mary Starts School

Here are the word parts you will learn in this story:

hemi

lateral

multi

para

Plegia

poly

quadri

semi

tri

uni

Mary was accepted at the community college and started

her classes. It would take time, but she was determined to

become an LPN. Thelma told her that she would help Mary all

she could.

One of Mary's first courses was one on medical

terminology or medical words. Mary felt that Thelma had

helped her prepare for the course, but she still felt a little

nervous. Many of the medical terms used the word parts

Thelma had told Mary about.

After her first day of class, Mary went to see Thelma.

She showed Thelma the book she was using. Thelma pointed

out that many of the word parts she and Mary had talked

about were in the book. She also showed her more everyday

word parts that are part of medical terms. Thelma and Mary

went through the book and picked them out.

"I remember when we talked about the word part bi

before. It means two. Here are some more words that have

something to do with numbers. Uni means one. Tri means

three. A bicycle has two wheels. A unicycle has one wheel. A

tricycle has three wheels:

"That's right, Mary. Lateral means side. What does

unilateral mean?"

Mary said, "That's easy. Unilateral means one side:

"So, what does it mean if a patient has unilateral pain?"

asked Thelma.

Well, that means he or she has pain on one side,"

answered Mary.

"Good. What about bilateral and trilateral?

"Two sides and three sides," answered Mary. "Is there a

word part for the number four?" Mary asked.

Thelma replied, "Yes. That is quad. If a woman has

quadruplets, she has four babies."

"Better her than me," laughed Mary.

"Yes. There is a less happy word with the word part quad

in it. Plegia is the medical term for paralysis (not being able to

move or not functioning). Quadriplegia is paralysis

of all four

limbsboth arms and both legs:

"Could different word parts mean the same thing'?"

Mary asked.

"They could," Thelma answered.

"I thought so. I think

poly and multi mean the same

thing. I think they both mean

many."

"That's right," Thelma said. "See

if you can figure out

this long wordpolyneuropathy."

"That seems like such a long

word. Let's see. Poly means

many. Neur means nerves.

Pathy means disease. So

polyneuropathy would mean a

disease of many nerves. I did

it! What about a word with

multi in it?"

"Well, let's see," Thelma said

with a smile. "You're

making this hard for me. There

is multilateral. You know

what that means."

"Yes, Thelma, I know. It means many

sides. Any other

one?"

"Here's one. Para means birth.

What would multipara

mean?"

Mary thought for a minute. "I guess

multipara would

mean many births."

"Yes," Thelma said. "It refers to

the mother. Multipara

means a woman has

had more than one child, but not

necessarily at the same time."

"Here are two more word parts

that mean the same

thinghemi and semi. I think they

both mean half. A

hemisphere is half of a spherehalf

of the globe. Semiannual

means every

half year. Are they used in medical

terms?"

asked Mary.

hemiplegia means paralysis on one

side of the

bodyhalf of the body. It would mean,

for instance, that a

person was paralyzed on the right side, arm

and leg. What do

you think hemicardia means?"

Thelma asked Mary.

"You are making me think," Mary laughed. "Henri is

half.

Cardia is heart. Hemicardia means there is only half of a

heart."

"Good," Thelma said. "Now let me think. A word with

semi in it. Semicircular means a half-circle. The semicircular

canals are part of the ear that are shaped like

half circles."

Here are new combinations:

cardioplegia(heart + paralysis) paralysis of the heart

gastroplegia(stomach + paralysis) paralysis of the stomach

hemigastrectomy(half + stomach + surgical removal)

surgical removal of half of the stomach

hemilingual(half + tongue) affecting or having to do with one

half of the tongue

heminephrectomy(half + kidney + surgical removal) surgical

removal of one kidney

hemiplegia(half + paralysis) paralysis of one side of the body

hemivertebra(half + vertebra) born with only half of a

vertebra

polyarthritis(many + jcint + inflammation) inflammation of

more than one joint

polyneuritis(many + nerve + inflammation) inflammation of

more than one nerve

polypathia(many + diseases) several diseases in one person

at one time

polyphobia(many + fear) excessive

fear of many things

polyplegia(many + paralysis) paralysis

of more than one

muscle

postpartum(after + birth) occurring

after childbirth (refers

to the mother)

thermoplegia(heat + paralysis) heat

stroke

7. More Familiar Word Parts

In this story you will learn these word parts:

dactyl /o

fusion

graph

hydr/a

hyper

hypo

macro

micro

pseud/o

scope

therap/o

trans

Mary and Thelma continued looking at Mary's new text

book.

*Here's another familiar word part," said Mary. "Trans

is part of a lot of words I knowlike transport. Trans means

to pass across or over. Transport means to carry across."

*Right," added Thelma, "The word part fusion means to

pour. In medicine, a transfusion literally means to pour

across. In a transfusion, blood is passed

from one person to

another."

"I know the word part micro means small. A

microcomputer is a small computer," Mary said.

"That's right. And the word part scope means an

instrument used to examine visually, you

know, to look at

something," added Thelma.

"So a microscope is an instrument to

look at something

small. Isn't that right?" asked Mary.

"That's right, Mary. If micro means small,

what do you

think macro means?"

Mary wasn't quite sure. "Does it mean

large?"

"Right again. You are really learning

this. Pretty soon

you'll know more than I do," Thelma

said with a smile.

"Things that can be seen with the

naked eye are called

macroscopic. If they are so small, you cannot see

them with

the naked eye, they are called microscopic.

Microsurgery is

surgery on a very small scale.

Surgeons have to use special

instruments for that type of surgery. 'ibe

word part dactyl

means fingers or toes. So,

macrodactylia means abnormally

large fingers or toes."

"Here's an interesting word part. Pseudo. Doesn't

that

mean false?" asked Mary.

Thelma said, "Yes, it does. A pseudopregnancy is a

false

pregnancy. A woman thinks

she is pregnant, but she isn't."

"That's strange. Here are two word parts that

look

almost the samehypo and hyper."

"Well, they are opposites. Hypo means under or too

little

and hyper means above or too

much. They used to talk about

children who were hyperactive. They meant

children who

were too active."

Thelma laughed. "Usually they were little

boys, like my Gregg, who are just normally active.

Hypertension is high blood pressure. Hypotension is low

blood pressure:

remember talking about the word part gram before.

That is a record. But here is the word part graph. What does

that mean?" Mary asked.

"Well, that is the instrument used to record something.

An electrocardiograph is the instrument used to record the

electric impulses given off by the heart. The result or record is

called an electrocardiogram.

"I know the word part hydro means water. How is that

used?"

"Let me think. It is used with the word therapy which

means treatment. Hydrotherapy is a treatment

with water.

Like a whirlpool bath for someone who has been injured. That

is hydrotherapy:

Mary yawned. "I could use some hydrotherapy right

now. I am tired. My first day of classes

has been tiring. I'm

going to say good night.

"Ill see you later, Mary. Good night:

Here are new combinations:

cardiograph(heart + writing) the device or machine used to

record the electrical activity of the heart

cardioscope(heart + to examine) an instrument to examine

the interior of the heart

cardiotherapy(heart + treatment) treatment of the heart

dactylitis(finger or toe + inflammation) inflammation

of the

bones of fingers and/or toes

dermatoscopy(skin + examination) visual examination

the skin with lens or microscope

dermatotherapy(skin + treatment) treatment of the skin

gastroscope(stomach + examine) an instrument to examine

the stomach visually

gastroscopy(stomach + examination) visually examining

the stomach

gastrotherapy(stomach + treatment) treatment of the

stomach

hydrophobia(water + fear) abnormal fear of water

hyperdactylia(too much + finger or toe) having too many

fingers or toes

hyperdontial(too much+ teeth) having too many teeth

hyperhydration(too much + water) too much water in the

body

hyperthermia(too much + heat) high fever

hypodactylia(under; too few + finger or toe) too few fingers

or toes

hypodermic(under; too few + skin) under the skin

hypodontia(under; too few + teeth) too few teeth

hypothermia(too little + heat) too low body temperature

macrodontia(large + teeth) abnormal increase in size of

teeth

macrophthalmia(large + eye) abnormally large eyeball

microcardia(small + heart) unusually small heart

microdactylia(small + finger or toe) abnormally small toes

and fingers

microdontia(small + teeth) unusually small teeth

microgastria(small + stomach) unusually small stomach

oncotherapy(tumor or cancer + treatment) treatment of

tumors

ophthalmoscope (eye + examine) instrument for examining

the inside of the eye

polydactyly(many + finger or toe) having more than the

usual number of fingers or toes

pseudoarthritis(false + Joint + inflammation) a condition

that imitates arthritis

submicroscopic(below + small + to examine) too small to be

seen with a microscope

therapist(treatment + specialist) a person who gives

therapy

thermotherapy(heat + treatment) treatment using heat

tonsilloscopy(tonsil + examine) looking at tonsils

transdermal(across + skin) through the skin

8. Places and Directions

4110

In this story you will learn these

word parts:

ante

anteri/o

caud/o

cephal/o

deep

dors/o

inferior

lateral

medial

midline

poster/o

superficial

superior

ventr/o

When Mary began studying her medical terminology

book, she realized that there are some special terms

used to

tell direction or places. It confused her at

first.

One day when she was talking to Thelma she

said, "Why

can't they use regular words like top when

talking about a

person's body?"

Thelma laughed. "It seems like it would make it easier to

learn, I know. But the medical terms are more

precise and can

be used to show direction or place all over the body. Think

about this. A person is standing up. What is on top?"

"The head, of course," Mary said.

"OK, suppose the person is lying down. Is the head still

the top?" Thelma asked.

"Yes...No... I'm not sure," Mary answered.

"That's right. So when we talk about something toward

the head in medicine, we don't say 'the top,' we use the term

cephalic. Cephalic really refers to the head. Used with other

words, the word part is cephal/o. It means the head or toward

the head."

"What about the other direction?" Mary asked.

"Well, we sometimes use the word for tail. Of course a

person doesn't have a tail, but if we did, it would be at the end

of the spine. So toward the tail or end of the spine is caudal.

When it's put with other words it's caud/o." Thelma got a

piece of paper and pencil. She drew something and showed it

to Mary. "Look at this drawing."

cepahlic

caudal

"So cephalic is toward the head and caudal is toward

the

tail.

I can remember that," Mary said. "What about front

and

back?"

"Well, there are two ways of looking at that. First,

remember when we used the word part post?"

Mary thought for a minute. "Yes, I remember, it means

after. Postoperative means after an operation. Postpartum

means after a woman has a baby."

"Good. You remembered," said Thelma. "Posterior

means located behindthe back side.

The word part ante

means in front of. An anteroom is a room you go

to first. So, if

post means after, and posterior means

located behind. What

would located in the front be?"

"Let's see. Ante means before. Anterior would mean

located in the front. Right?"

"That's right. You've got it!" Thelma patted Mary on the

back.

Thelma continued, "Dorsal means near or on the back.

It's the same as posterior. Ventral means on the belly side of a

person, so it's the same as

anterior."

"Let's see," Mary said as she thought. "Ante means

before. Anterior and Ventral both mean the front side or belly

side of the body. Post means after. Posterior and

dorsal both

mean the back side of the body or on

the back.

DORSAL

POSTERIOR

VENTRAL

Thelma drew another picture for Mary to show

the

words dorsal, posterior, ventral, and anterior.

"Now, think of a person standing up. Draw a

line down

the middle of the person from the i.op to the

bottom. Here,

look at this." Thelma took a pencil and paper

and drew this:

MEDIAL

LATERAL

(away from the midline)

MIDLINE

"Toward the midline is called medial. Away from the

midline is called lateral."

"I remember the word lateral from before," said Mary. "It

means side:

"Yes, that's a way of thinking about it. As you move

laterally, you move toward the side," Thelma replied.

"Two other words you might know are superior and

inferior," Thelma said. "Do you know what they mean in

medical terminology?"

Mary thought about it for a minute.

Well, superior

means better and

inferior means worse. But I suppose that's

not what they mean in

medicine."

"It's a little different. Superior means

above or toward

the head. Inferior means below or away

from the head."

'That's easy to remember if you think

that something

superior is above other things and

something inferior is below

other things," Mary thought.

Thelma continued. "Two more words

to describe where

something is on a body are deep and

superficial. Deep is far

from the surface of the body. A deep cut goes

far into the body.

Superficial means close to the surface of

the body. A

superficial cut does not go far into the body."

"I can remember that," Mary said.

"Those words are all used to tell where on a

body

something is located. They are really more precise

than just

saying something is on top or above.

You'll see those words all

the time in nursing."

4 2

Here are new combinations:

antefebrile(before + fever) before the beginning of a fever

anterolateral(before + side) in front and on one side

bilateral(two + sides) two sides

cephalopatby(head + disease) any disease of the brain or

head

cephaloplegia(head + paralysis) paralysis of the muscles

about the head

dorsolateral(back + side) having to do with the back and the

side

dorsoventral(back + front) having to do with the back and

front of the body

hemicephalia(half + head) born with half of the brain and

skull

hydrocephalus(water + head) increased fluid in the brain

lateroabdomin.a1(side + belly) having to do with the side of

the body and the abdominal area

macrocephaly(large + head) abnormally large head

microcephaly(small + head) unusually small head

posteroanterior(behind + in front) moving from back to

front

posteroinferior(back + below) located back and below

posterolateral(back + side) located in the back and on the

side

posteromedial(back + middle) located on the back and in the

middle

posterosuperior(behind + above) located on

the back and

above

subdorsal(below + back) below the

back

superolateral(above + side) above

and to the side

superomedial(above + middle) above

the middle

9. Mary Begins to Learn Body Parts

(Nervous System)

In this story you will learn these word parts:

algesi/o

asthenia

crani/o

encepahl/o

esthesi/o

meningi/o

myel/o

Soon Mary realized that she would have to learn words

and word parts that refer to parts of the body. Thelma

explained that some of these word parts would not be familiar

to Mary. "But you know, Mary," Thelma said, "you still will be

able to learn the word parts and put them together to form

new words."

Thelma and Mary began to look at these new word parts.

The first chapter in Mary's book was about the nervous

system.

Thelma explained, "The nervous system includes your

brain, your spinal cord, and the nerves in your body. Let's

look at some of the words and word parts. Remember a long

4`5

time ago, we talked

about a doctor who specializes in

disorders

of the nervous system.

Remember we said he is a neurologist.

Neur/o has to do with the nervous

system."

"Now, let's talk about the nervous

system. Let's talk

about the brain first. Remember we

learned that cephal/o

refers to the head? Well,

encephal/o is the brain. Of course,

your brain is in your

head. It's protected by the

skull. The

medical term for skull is crani/o."

"OK," said Mary. "Let me

think about this. We are

talking about the nervous system.

Your brain, spinal cord,

and nerves are in the nervous

system. I know from before

that neur/o refers to the nervous

system. I remember that

cephal/o refers to the head. Now, you say

that encephal/o

refers to the brain. That makes sense.

The brain is protected

by the skullthe cranium. OK I

think I have it so far."

"Good, then let's keep going. There is a

membrane

around the brain and the spinal

cord. It's called the

meninges," Thelma continued.

"Wait a minute. Let me make sure

I have this right. The

meninges is the membrane around

the brain and spinal cord.

I think I have heard of a

disease called meningitis," Mary said.

"Right," Thelma answered. "Remember your

word parts.

What does itis mean?"

"An inflammation," Mary

replied. "So meningitis is an

inflammation of the meninges."

"Here's another word

partmyel/o. That refers to the

spinal cord. Remember

the spinal cord goes from the brain to

the lower back. It goes down your spine. Remember

the

vertebrae? They are the bones of your back. They protect

the

spinal cord the way the cranium protects the brain."

I'm going to see if I can remember what you said so far.

The encephal/o refers to the brain. The brain is protected by

the cranium. The myel/o refers to the spinal cord. The

meninges is the membrane covering the spinal cord and the

brain."

"That's it," Thelma said. "Now here is some more

information. Algesi/o or algia is a word part meaning pain.

The pain can be anywhere. Whenever you see a word with

algia in it, it means pain someplace. The prefix an means no,

not, or without. Aspirin is an analgesic. What do you

think

that means?"

Mary was quiet for a minute. "I have to think about this.

If algesi/o means pain and an means without or no, then

analgesic is something to reduce pain. Aspirin does that."

"Good, you're right," said Thelma. "Now think of this.

Esthesi/o means feeling. Not feeling sad or happy, but feeling

with your body. What do you think anesthesia does?"

"Well, anesthesia would mean without feeling. I know

when you have an operation, you get anesthesia so you do

don't feel anything during the operation."

"Good," Thelma said. "You know, sometimes medical

word parts look alike. The word part asthenia is a word part

that means weakness. It looks something like esthesia, but

you know that means

feeling."

Mary frowned. "I have to be sure to

keep those words

straight. Esthesia means feeling, so

anesthesia is without

feeling. Asthenia means wealmess.

Here are new combinations:

abdominalgia(belly + pain) pain in the belly

algesimeter (pain + measure) an instrument

for measuring

sensitivity to pain

analgesia(without + pain) absence of pain

analgesic(without + pain) something that

relieves pain

anencephalus (without + brain ) a baby

born without a brain

and spinal cord

anesthesia(without + sensation) loss of sensation or

feeling

with or without loss of consciousness

anesthesiologist(without + sensation + specialist) a

physician who specializes in anesthesia

anesthetist(without + sensation + specialist) a person

who

gives anesthesia, may be a doctor or a nurse

anhydrous(without + water) lacking of water

anodontia(without + teeth) loss of teeth

anophthalmia(without + eyes) born with one or both eyes

missing

antineuraigic(against + nerve + pain) relieving neuralgia

(pain along a nerve)

appendalgia(appendix + pain) pain in the lower right

quadrant or quarter of the abdomen, where

the appendix

is located

arthralgiaOoint + pain) pain within the joint

asthenometer(weakness + measure) device to measure

strength or weakness

cephalomeningitis(head + membranes + inflammation)

inflammation of the meninges (membranes) around the

brain

craniectomy(skull + removal) opening of the skull and

removal of part of it

craniomcter (skull + measure) instrument used for making

measurements of the skull

craniospinal(skull + spine) having to do with the skull and

the spine

dermalgia--(skin. + pain) pain in the skin

dorsalgia(back + pain) pain within the back

electroencephalogram(electric + brain + record) a recording

of the electrical activity of the brain

encephalalgia--(brain + pain) pain deep in the head

encephalitis(brain + inflammation) inflammation of the

brain

encephalogram(brain + record) x-ray showing waves of the

brain

encephalomyelitis(brain + spinal cord + inflammation) an

inflammation of the brain and spinal cord

encephalomyeloneuropathy(brain + spinal cord + nerves +

disease) any disease involving the brain, spinal cord, and

nervous system

encephalomyelopathy(brain. + spinal cord +

diseasoi any

disease involving the brain and

the spinal cord

encephalopathy(brain + disease) any

dysfunction of the

brain

encephalospinal(brain + spine) having to do

with the brain

and the spine

esthesiometer(feeling + measure) device to measure

ability of

senses

gastralgia(stomach + pain) pain in

stomach

hemianalgesia(half + not + feeling) lack

of feeling on one side

of the body

hemiancephaly(half + brain) born with only one

side of the

brain

hyperalgia(too much + pain) overly sensitive to

pain

hyperthermalgesia(too much + heat + pain)

high sensitivity

to heat

hypoesthesia(too little + feeling) decreased

sensitivity to

pain

intracranial(within + skull) within the skull

meningitis(meninges + inflammation) inflammation

of the

membranes of the brain or spinal cord

meningoencephalomyelitis (meninges + brain +

spinal cord

+ inflammation)

inflammation of the meninges, the

brain, and the spinal cord

meningoencephalitis(meninges + brain +

inflammation)

inflammation of the brain and its membranes

meningomyelitis(meninges + spinal cord + inflammation)

inflammation of the meninges and the spinal cord

myelaigia(spinal cord + pain) pain in the spinal cord

myelitis(spinal cord + inflammation) inflammation of the

spinal cord

myeloencephalic(spinal cord + brain) having to do with the

spinal cord and the brain

myelogram(spinal cord + record) x-ray of the spine after dye

has been injected

myeloneuritis(spinal cord + nerve + inflammation)

inflammation of the spinal cord and the nerves

myelopathy(spinal cord + disease) disease of the spinal cord

nephralgia(kidney + pain) pain in the kidney

neuralgia(nerve + pain) pain along the nerve

neurocranium(nerve + skull) the part of the skull where the

brain is enclosed

neuromyelitis(nerve + spinal cord + inflammation)

inflammation of the nerves and the spinal cord

ophthsalirmigia(eye + pain) pain in the eye

polyneuralgia(many + nerve + pain) pain in several nerves

postanesthetic(after + not + feeling) time after anesthesia

postencephalitis(after + brain + inflammation) period of

time after encephalitis

pseudesthesia(false + feeling) a false sensation such as

feeling a leg after it has been amputated

subcranial(below + skull) beneath or below the skull

thermalgesia(heat + pain) pain caused by heat

thermanesthesia(heat + not+ feeling) inability to recognize

heat and cold

thermesthesia(heat + feeling) ability to recognize

heat and

cold

thermesthesiometer(heat + feeling + measure) device to

measure ability to recognize

heat and cold

10. Mary Reviews Again

Mary went home and took her notebook out again.

Remember, this is what it looked like:

abdomin/o: the abdomen

acute: illness that came on suddenly and will not

last permanently

anti: against

append/ o: the appendix

arthr/o: joint

audi/o: having to do with hearing

bi: two

cardi/o: heart

dent: tooth

dermat/o: skin

dis: free of; without

disks: pads between the vertebrae that absorb shock

ectomy: to surgically remove

febr/o: afever

gastr/o: something to do with the stomach

-gram: a recording

gynec/o: woman

hemat/o: blood

-iatr/ian: doctor

inter: between

intro: within

-ist: specialist

itis: inflammation

lingo /o: tongue

logist: a specialist

-meter: a measuring instrument

nephr/ o: kidney

neur/o: nervous system including the brain

one /o: tumor or cancer

ophthahn/o: eyes

pharmac /o: having to do with drugs

phobia: extreme fever

post: after

pre: before

psych/ o: the mind

son/ o: sound

sub: under; below

therm/ o: temperature

tonsill/ o: tissue in the throat

venous: having to do with veins

vertebra(e): bones that make up the spine; the

backbone

She added this to the notebook:

ante: before

anter/o: front or belly side of the body

caud/o: toward the tail; away from the head

cephal/ o: the head; toward the head

deep: away from the surface of the body

dors / o: the back side of the body; on the back

fusion: to pour

hemi: half

inferior: away from the head; below

Lateral: side; away from the midline

medial: toward the midline

midline: imaginary line going down the middle of the body

multi: many

pars: birth

plegia: paralysis

poly: many

poster/ o: back of the body

quadri: four

semi: half

superficial: close to the surface of the body

superior: toward the head; above

tri: three

uni: one

ventr/ o: the front or belly side of the body

Mary began to believe that she could learn the medical

terminology so she could become an LPN. She knew she still

had more terms to learn.

11. Mary Knows More Body Parts

In this story you will learn the following word parts:

hepa/to

hyster/o

mast/o

ot/o

pod/o

pulmon/o

thin/a

Mary finished her first course at the community college

and did very well. She couldn't believe that she actually earned

an "A" in the medical terminology. Her new course was

anatomystudying the body, its parts, and structure. She

learned where different body parts are and the word parts

that are used to represent the parts.

Mary learned that the liver is a very important part of

the body. Mary talked to Thelma about what she had learned.

"I know that the word part hep/a or hepat/o has

something to do with the liver. Hepatitis is a disease. It means

inflammation of the liver.

Thelma laughed. "You know, Mary, I remember when

you didn't think you would be

able to do this. Now you can

teach me the body parts and the words for them. Try this

onewhat does pubnon/o mean?"

"Oh, I know that one, Thelma. It has to do with the lungs.

Pulmon/o means lungs. So when someone uses the word

pulmonary, they are talking about the lungs."

"Let's see if I can find a word part you don't know,"

Thelma said.

"Go right ahead, Thelma," Mary laughed. "I feel up to the

challenge."

"OK, Mary, what about the word part mast/o?"

"Mat refers to the breast. A mastectomy is the surgical

removal of the breast," Mary answered. "OK, now let me

challenge you."

Thelma laughed so hard. "Is this the woman who

thought she couldn't learn the words? It's good to see you so

confident. OK., I'll take the challenge."

"What about the word part rhln /o? What does that

mean?" Mary asked.

"Well, I guess you don't mean one of those animals with a

big horn on his nose, do you? But that gives me a clue. Rhino

means nose. Am I right?"

"Of course you are, Thelma. So rhinitis is an

inflammation of the nose. Give me a hard word part now,

Thelma."

By this time Mary and Thelma were really laughing.

"It's my turn now," Mary said. "I have a hard one for you.

What about of /o ?"

"Oh, I have an ear for word parts," Thelma giggled. "It

means ear. Ot/o is the word part used to mean ear."

"Here's one for you, Mary," Thelma said.

"What about

pod/o?"

"Thelma, you can think of one that's harder than

than,

can't you? Pod/o is the word part used to mean

foot.

"OK, Mary. Here's a harder one. What about

hyster/o?"

"Well, hyster/o means uterus or womb. That's the one

that makes me angry. Hysterical is from

the same word part.

They used to think that women became

hysterical because

there was something wrong with their

womb. Isn't that

silly?"

Mary became serious. "You know,

Thelma, I'm sitting

here thinking about all I have learned in a

few months. Today

we talked about the liver

(hepat/o). I know that pulmon/o

means lung and mast/o means

breast. Rhin/o is not the

animal with the horn on his nose, but means a nose.

Ot/o

refers to the ear and pod/o is the foot."

Thelma looked serious for a moment. "You really have

changed. You have confidence in what you can do. I feel proud

that I helped you reach this place. You will be a very good

nurse."

Just then Billy and Gregg ran into the room. "We're

hungry, Mom," Gregg said. "What are we having for dinner?

Can Billy stay?"

"Well, I guess we can't get too serious around here with

these guys," Thelma said to Mary. "Serious conversation is

over for now." Thelma

turned to Gregg. "We're having

spaghetti and meatballs tonight. Yes, Billy can stay.

In fact,

Mary, why don't you all come to dinner tonight. Mike and my

husband can talk about football."

`That sounds great. I love spaghetti and meatballs."

51)

Here are the new combinations:

anhepatia(without + liver) failure of liver

cardiohepatic(heart + liver) having to do with the heart and

liver

cardiopulmonary(heart + lung) having to do with the heart

and lungs

hemihepatectomy(half + liver + surgical removal) surgical

removal of half of the liver

hepatalgia (liver + pain) pain in the liver

hepatitis

(liver + inflammation) inflammation of the liver

hepatogastric (liver + stomach) having to do with the liver

and the stomach

hepatologistfliver + specialist) a specialist in diseases of the

liver

hepatonephric(iver + kidney) having to do with the liver and

the kidney

hepatonephritis(liver + kidney + inflammation)

inflammation of the liver and kidneys

hepatopathy

(liver + disease) any disease of the liver

hepatopulmonary(liver + lung) having to do with the liver

and the lungs

hepatotherapy(liver + treatment) treatment of the liver

hepatectomy(liver + surgical removal) surgical removal of all

or part of the liver

hypohepatia(too little + liver) decreased functioning of the

liver

6 u

hysteralgia(uterus + pain) pain in the uterus

hysterectomy(uterus + surgical removal) removal of the

uterus through surgery

hysteritis(utcxus + inflammation) inflammation of the

uterus

hysterometer (uterus + measure) device for measuring the

uterus

hysterogram (uterus + record) x-ray of the uterus

hysteroscope(uterus + examine) instrument used to

examine the uterus visually

hysteropathy(uterus + disease) any disease of the uterus

intrahepatic(within + liver) within the liver

intrapulmonary(within + lung) within the lungs

macrorhinia(large + nose) abnormally large nose

mastalgia(breast + pain) pain in the breast

mastectomy(breast + surgical removal) the surgical removal

of the breast

mastitis(breast + inflammation) inflammation of the breast

microhepatia(small + liver) unusually small liver

otitis(ear + inflammation) inflammation of the ear

otologist(ear + specialist) a specialist in the study of the ear

ztopathy(ear + disease) a diseased condition of the ear

otoscope(ear + examine) a device used to examine the ear

podalgia(foot + pain) pain in the foot

podiatlist(foot + one who treats) a specialist in the

treatment of foot disorders

pulmometer (lung + measure) a device to measure

the

capacity of the lungs

pulmonectomy(lung + surgical removal) surgical

removal of

all or part of a lung

puhnonitis--(lung + inflammation) inflammation

of the lung

rhinalgia(nose + pain) pain in the nose

rhinesthesia(nose + feeling) the sense of smell

rhinitis(nose + inflammation) inflammation in the nose

rhinologist(nose + specialist) a specialist in diseases

of the

nose

rhin.ometer(nose + measure) an instrument for measuring

the nose

rhinopathy(nose + disease) any nasal disease

rhinoseope(nose + measure) an instrument used to visually

examine the nose

subpulmonary(below + lung) beneath the lung

12. Mike Hurts His Neck

In this story you will learn these word parts:

burs/o

cervic/o

coccyg/o

genic

lumb/o

my/o

sacr/o

spasm

spin/o

spondyl/o

thorac/o

Mornings later, Mike woke up groaning. "What's

wrong?" Mary asked.

"I don't know. My back and neck hurt. I feel so stiff.

guess I pulled a muscle."

"Do you think you should go to work today? Maybe you

should just stay home."

"I don't know," Mike said. "There's a lot to do today and I

really don't want to risk losing my job. I really like it. Anyway,

it's not my turn to drive, so I can just rest in the car along the

way."

Mike slowly got out of bed and got ready for work. Mary

didn't have any classes that day, so she decided to do some

laundry. About 10:00 L.m. the phone rang. It was Mike.

"Mary," he said. "Please come to get me. My

neck is so

stiff and my back hurts."

When Mary picked Mike up at work, she was

worried

about him. "I'm going to take you to

the hospital to see what is

wrong." She expected Mike to say no.

When he agreed, she

knew that he really hurt.

A doctor examined Mike. She said,

"Right now you are

having muscle spasms in your back.

That means the muscles

are contracting or tightening..

That can be very painful. I'm

going to give you some antispasmatic

medicine that will

control the spasms. Have you ever had

anything like this

before?"

"I once had bursitis." Mike answered.

"Well, that's not what's wrong now. Bursitis is an

inflammation of the bursa. A bursa is a sack of fluid,

usually

found between joints. Was your bursitis in your

shoulder?"

the doctor asked.

"Yes, it was," Mike said.

"Well that's pretty common, but you can also get

bursitis

in your knee or elbow. But what you have now

is not bursitis.

Most likely, it is a muscle strain or it could be a sprain.

But

just to be sure, get those x-rays."

Mike went to get the x-rays. The technician said,

"We are

going to take x-rays of your spinal

columnyour backbone.

Sometimes we only do part of the spine, but your

doctor

wants to get all sections of the spine."

A week later, Mike and Mary went back to see Dr.

Lehman. She showed them this drawing.

cervical vertebrae

(cervic/o)

thoracic vertebrae

(thorac/o)

lumbar vertebrae

(lumb/o)

SOW=

(sacr/o)

coccyx

(coccyg/o)

"Look at this, Mr. and Mrs. Consola. This is

what the

spinal column looks like. It is made up

of vertebrae. The

cervical vertebrae are those in your neck."

Mary knew that the word part cervic/o means

neck. It

can mean your neck, or

the neck of an organ. The neck of the

uterus is called the cervix. It is from

the same word part that

means neck.

"The next group of vertebrae are near your

chest. The

chest is the thorax, so those are called

thoracic vertebrae.

Next is your lower back. These are called

lumbar vertebrae,

from the word part lumbo. Below that is your sacrum

and last

is your coccyx. Between each vertebrae is a

disk. Sometimes a

disk can cause problems. Some people call

them slipped disks,

but actually they bulge out. You can't completely see

disk

problems with x-rays, but you can often see some sign

of the

problem. I don't see anything here to make me

think you have

a disk problem."

"Well, that's good," Mike said.

"Sometimes you can get a type of arthritis in your

vertebrae. It is called spondylitis. You might know that

spondyl/o refers to the vertebrae. Of course itis is an

inflammation. I don't see that that is the problem

either."

"I think you are having a problem with your

muscles, not

your vertebrae. I think

this problem is myogenic."

Mike looked at Mary. By his look, Mary knew he

wanted

to know what the doctor meant.

She said to Mike. "My/o

means muscle.

Genic means where something starts or

6 6

comes from. Mike, it's like the beginninglike Genesis in

the

Bible. So myogenic means something that started in the

muscles."

"That's right," said Dr. Lehman. "So, I think you need

some physical therapy. Let's see if that helps. If you are still

having problems in a month after having physical therapy,

come back to see me again."

Mike started his physical therapy. They put heat on his

sore back and taught him special exercises.

Within two weeks

he was feeling better. He didn't to go back to Dr. Lehman about

his back.

Here are the new word combinations:

bursectomy(bursa + surgical removal) surgical removal of

the bursa

bursitis(bursa + inflammation) inflammation of the bursa

bursopathy(bursa + disease) diseased condition of the bursa

cephalothoracic {head + chest) having to do with the head

and chest

cervicetomy(neck or neck of an organ + surgical removal) the

removal of the cervix or neck of the uterus

cervicitis(neck or neck of an organ + inflammation)

inflammation of the neck of the uterus

dorsosacral(back + sacrum) having to do with the lower back

gastrogenic(stomach + beginning) originating in the

stomach

intralumbar(within + lumbar) within the lumbar region of

the spine

lumbosacral(lumbar + sacrum) having to do with the lumbar

and sacral vertebra

myalgia(muscle + pain) muscle pain

myasthenia(muscle + weak) great muscle weakness

myocardia(muscle + heart) pertaining to the myocardium,

the middle layer of the heart wall composed of muscle

myocardiopathy(muscle + heart + disease) any disease of

the middle layer of the heart wall

myocarditis(muscle + heart + inflammation) an

inflammation of the middle layer of the heart wail

myogram(muscle + record) a record of the movements made

by muscle contractions

myometer(muscle + measure) instrument to measure

muscle contractions

myoneural(muscle + nerve) having to do with the muscles

and the nerves

myopathy(muscle + disease) any disease of a muscle

myositis(muscle + inflammation) inflammation of a muscle

myosthenometer(muscle + weak + measure) instrument to

measure muscle strength

pathogen(disease + beginning) substance capable of

producing a disease

polymyopathy(many + muscle + disease) disease that

affects several muscles

sacrectomy(sacrum + surgical removal) removal

of part of

the sacrum

sacrolumbar(sacrum + lumbar) having to do with the sacral

and the lumbar vertebrae

sacrovertebral(sacrum + lumbar) having to do with the

sacrum and the spinal

column

spondylopathy(vertebra + disease) any disorder of the

vertebrae

spondylalgia(vertebra + pain) pain in the vertebra

spondylarthritis(vertebra + joint + inflammation) arthritis

of the vertebrae

spondylitis(vertebra + inflammation) inflammation of one

or more vertebrae

spondyloinalacia(vertebra + softening) softening of the

vertebrae

spondylotherapy(vertebra + treatment) treatment of the

spine

sublumbar(below + lumbar) beneath the lumbar area

thoracalgia(chest + pain) pain in the chest wall

thoracolumbar(chest + lumbar) having to do with the

thoracic and lumbar parts of the spine

thoracometer(chest + measure) an instrument used to

measure the expansion of the chest

thoracopathy(chest + disease) any disease of the chest area

thoracoscope(chest + examine) instrument used to examine

the thoracic cavity visually

13. Mary Moves

In this story you will learn the following word parts:

brady

cost/o

edema

malacia

nat/i

oma

osis

oste/o

plasty

sclerosis

seps/o

tacky

tomy

tox/o

trauma

Two years passed. Mary finished school and became a

licensed practical nurse. It seemed like a dream come true.

But Mary knew how hard she had worked for that dream.

Mike was doing well in his job. He had been promoted to

foreman. His boss told him that if he went back to school, he

might get more promotions. So Mike started back to school

part-time so he could work toward his degree. Billy was doing

well in school, too. Thelma and her husband moved to their

own home, but Thelma

and Mary remained close friends. In

fact, Thelma and Mary worked in the same hospital, but on

different floors.

Another dream was coming true for Mary. She and Mike

bought their own home and they were moving. On a Saturday

morning, Mary was cleaning out her desk drawers. In one

drawer she found slips of papers with words and word parts

on them. She laughed as

she remembered using the papers to

study for tests in her medical tests. She read each paper and

remembered how she learned the words. Here are the papers

she found:

brady

slow bradycardia is a

slow heart rate

tachy

opposite of bradymeans

fast; tachycardiafast or

rapid heartbeat

edema

a condition where

the body

or parts of the body retain

too much fluid causing

swelling

oste/o

bone

a tumorosteoina is a

bony

oma

tumor found on or near a

bone

malacia

softeningosteomalacia

(bones + softening) means

the softening of bones;

encephalomalacia (brain +

softening) is softening of

the brain tissue

T.;

birthprenatal (before +

nat/i

birth) care means medical

care while pregnant, before

the baby is born

neo

newneonatal (new +

birth) means a newly born

baby

osis

a conditiondermatosis

(skin + condition) is a

condition of the skin

without inflammation (not

the same as dermatitis

which is an inflammation

of the skin)

tomy

making an incision or cut;

craniotomy is cutting into

the skull.

plasty

surgical repair or

reconstruction;

rhinoplasty surgical

reconstruction of the nose.

cost /o

ribscostalgia (rib + pain)

means pain in the ribs

tmumat/o

wound or injury;

traumatopathy is a disease

caused by a wound or

injury.

toxic/o

poison; toxicologist (pcison

+ specialist) is a specialist

in the study of poisons

septic

having to do with

organisms that can cause

disease; antiseptic is

something that can kill

disease-causing

organisms.

sclerosis

hardening

Here are new word combinations:

antiseptic(against + disease causing organisms) something

that kills bacteria and other disease causing organisms

antitoxin (against + poison) neutralizing a poison

bradycardia(slow + heart) slow heart beat

cardiomalacia(heart + softening) softening of the heart

muscle

cardiosclerosis(heart + hardening) hardening of the heart

and arteries (arteriosclerosis)

costalgia--(rib + pain) pain in the ribs

costectomy(rib + surgical removal) surgical removal of a rib

cranioraalacia(skull + softening) softening of the bones of

the skull

cranioplasty(skull + form) plastic surgery on the skull

craniosclerosis(skull + hardening) abnormal hardening of

the bones of the skull

craniotomy(skull + cutting into) cutting through the skull

gastroplasty(stomach + form) surgical repair of the

stomach

hepatoma(liver + tumor) a tumor of the liver

hypostosis(too little + bone) lack of development of the bone

intercostal(between + ribs) between the ribs

meningioma(meninges + tumor) tumor of the lining of the

brain or spinal cord

myelosclerosis(spinal cord + hardening) hardening of the

spinal cord

myomalacia(muscle + softening) softening of muscle

neonatal(new + birth) referring to a newly born baby

neuroschlerosis(nerves + hardening) hardening of the

nervous tissue

ostealgla(bone + pain) pain in a bone

ostecomy(bone + surgical removal) surgical removal of a

bone or part of a bone

osteitis(bone + inflammz+ion) inflammation of a bone

osteoarthritisL(bone + joint + inflammation) degenerative

arthritis

osteodermia(bone + skin) bony-like skin

osteoma(bone + tumor) a benign tumor of the bone

otoplasty(ear + to form) plastic surgery of the ear

ototomy(ear + cut) cutting into the ear

plastic surgery(form + surgery) surgery to repair,

reconstruct, or restore body parts

podedema(foot + swelling) retention of fluid in the foot

causing swelling

prenatal(before + birth) before birth

rhinoplasty(nose + form) plastic surgery of the nose

spondylmalacia(vertebra + softening) softening of the

vertebrae

subcostal(below + ribs) below the ribs

tachycardia(fast + heart) a fast heart beat

thoracoplasty(chest + form) plastic surgery involving the

chest and lung

toxic(poison) having to do with or caused by poison

toxicoderma(poison + skin) any skin disease caused by

poison

toxicodermatitis(poison + skin + inflammation) any skin

inflammation caused by poison

toxicologist(poison + specialist) a specialist in the field of

poisons

toxicopathy(poison + disease) any disease caused by

poisons

toxicophobia(poison + fear) abnormal fear of being poisoned

toxicotherapy(poison + treatment) use of poisons to treat a

disease

vertebrocostal(vertebra + rib) having to do with

the vertebrae

and the ribs

Aso

CONCLUSION

Mary stopped in the supermarket one dry right after

work. She was still wearing her white uniform. While she was

putting her groceries into her car a young woman with a baby

stopped to talk to her.

"Are you a nurser" the woman asked.

"Yes," answered Mary. "My name is Mary Consola. I'm

an LPN. I work in the hospital across

the street."

"My name is Debbie. I would really like to be a nurse," the

young woman said.

Mary said, "Well, why don't you start school at the

community college. They have an LPN course. That's where I

went to school."

The young woman looked down at the ground. "I don't

think I could learn everything. All the long medical wordsI'd

never be able to read them."

Mary smiled. She remembered the time she first met

Thelma. "You know, Debbie, I felt that way too. I never thought

I could learn those long words. But you can learn them. A

friend helped me learn them. I can help you."

Debbie looked up. "Would you do that?" Debbie said.

"Sure! We have to help each other. Someone helped me

and I can help someone else. Let's talk about this."

Mary and Debbie continued talking...

Glossary

androman

antebefore

anter/ofront or belly side of the body

antiagainst

append/ohaving to do with the

appendix

arthr/ojoint

asthenialack of strength

audi/ohearing

1:4two

bradyslow

burs/oa sac filled with fluid found

between tissues, especially

joints

earth /o--the heart

caud/otoward the tail; away from the head

cephal/othe head; toward the head

cervic/oneck or neck of an organ

coccyg/obone at the bottom of the spinal

column

cost/orib

crani/othe skull

dactyl/ofinger or toe

deepaway from the surface of the body

dent/itooth

dermat /o -skin

disto be free from; not

dors/othe back side of the body; on

the back

8 Li

ectomyto remove surgically

edema--collection of fluid in the tissues

encephal/obrain

esthesi/ofeeling

febr/ifever

fusionto pour

gastr/ostomach

genicthe origin

gramrecording

gynec/owoman; female

hemat/oblood

hemihalf

hepat/oliver

hydr/owater

hyperabove; too much; too many

hypobelow; too few

hyster/othe uterus; the womb

iatricianphysician

inferioraway from the head; below

interbetween

antra within

ista physician

itisinflammation

later/oside; away from the midline

lingu/otongue

logistan expert

lumb/opart of the back between the thorax and the sacrum

macrolarge

malaciasoftening

mast /o-- breast

medialtoward the midline

mening/omembrane surrounding the brain

and spinal cord

metera recording instrument

microsmall

midlinean invisible line which runs down

the middle of the

body

multimany

my/ohaving to do with muscles

myel/o--spinal cord

natalbirth

nephr/o--kidney

neur/othe nerves

omatumor

onc/otumor or cancer

ophthalm/othe eyes

osiscondition

oste/obone

of /o --ear

parabirth

path/odisease

ped/ochild; children

pharmac /o drugs, medicines

phobiaabnormally strong fear

plastysurgery to repair or reconstruct

plegiaparalysis

pod/ofoot

polymany

postafter

poster/oback of the body

prebefore

pseud/ofalse

psych/othe mind

pub aon/olung

quadr/ifour

rhin/onose

sacr/opart of the back between the lumbar area and the

coccyx

scope--instrument used to examine

scopyto examine visually

semihalf

septicdisease causing organisms

sonosound

spasmcontraction or tightening

spinal columnthe backbone

spondyl/ohaving to do with the vertebrae

subunder

superficialclose to the surface of the body

superiortoward the head; above

tachyfast

therapytreatment

therm/oheat

thorac/othe chest area; thorax

-tomy cutting into

tonsill/otonsil (tissues found in the throat)

toxic/o--poison

transacross

traumawound or injury

trithree

unione

venousvein

ventr/othe front or belly side of the body

vertebra(e)bones that make up the spine or backbone

Teacher's Guide

CORE CURRICULUMTEACHER'S GUIDE

The core curriculum consists of a series of stories that present

medical words and word parts in an enjoyable, story-like format.

Students will enjoy following the two main characters, Mary and

Thelma, as they form a friendship based on Mary's curiosity about

Thelma's LPN career. At the same time, students will be able to

practice and apply the structural analysis strategy as they learn new

words and word parts in a way that is nonthreatening and fun.

Students will discover that it can be fun to learn words that once

appeared intimidating.

The stories, however, are just one part of the core curriculum.

The core curriculum requires active involvement on the part of the

teacher as well as the learner. This manual will provide teacher-based

and learner-based activities to supplement the curriculum. No

curriculum should ever stand alone; successful use of a curriculum is

always the result of a delicate balance of teacher and learner

involvement.

Each lesson in the core curriculum consists of three

components:

before reading activities;

while reading activities;

after reading activities.

It is important to provide guidance, as needed, during all three

components. This manual will give suggestions for ways to do this.

Part one contains both teacher- and learner-based ideas and

activities for before, during, and after reading. Part two provides

reproducible activities to be used with specific lessons in the core

curriculum. These are intended as preliminary exercises and

teachers are encouraged to develop further the activities in a similar

manner.

Students respond positively when they are given the

opportunity to work cooperatively. Working cooperatively helps to

develop the interpersonal and communication skills that are so critical

in the health care profession. Try to provide many opportunities for

learners to work in different group patterns. For instance, students

can work in pairs and read aloud to each other, or develop exercises

for each other; students can work in small groups with each group

assigned several word parts to teach in some creative way to the

other group; or students can work in small groups developing lessons

they can present to the whole group.

Modeling of appropriate behaviors is an important

responsibility

of the teacher. Some important behaviors to

model include:

use of structural

analysis strategy;

enthusiasm for learning new words and word parts;

communication skills;

use of self-monitoring

techniques while reading;

visualization as a tool for learning word parts and words.

It is also important to provide guidance

with word parts that are

similar. For example: myo (muscle) and

myel/o (spinal cord),

asthenia (lack of strength) and esthesi/o

(feeling; sensation), and

cephal/o (head) and encephal/o (brain)

might be confusing for

some students.

The core curriculum covers 115 word parts so

students are

exposed to many different word parts.

Realistically, however,

students may not encounter all of them in

their studies or on the job.

Talk with students about realistic expectations

for encountering all of

the words and word parts that are covered

in the curriculum.

Review Lessons

Lessons five and ten of the reproducible activities section are

review lessons. Each lesson has practice exercises that will

develop

the students' communication skills. In addition to these

exercises, the

following activities can also be adapted for your students:

Divide students into groups of three to four. Each group

should

have five different word parts. Have students, as a group, come up

with creative ways to teach the word parts to other groups.

For

instance, students might use visual aids, drama or role playing, or

cartoons. Encourage creativity and game playing to

make the

exercise more active and fun.

Have a race with the entire group. Say aloud the meaning of a

word that can be made from word parts. Students

should use their

word part notecards and paper clips to form the word

and hold the

cards up in the air to signal that they have found it.

For spelling practice, dictate words or word parts to the

students. Or, write misspelled words on the board

and have students

spot the incorrect letters (Ex.

anasthesiolojist). Or, write parts of words

or word parts on the

board and have students supply the missing

letters. Ex: ca_ _i/o (heart), _entry_ (front)

Make crossword puzzles or word searches

for words and word

parts. Have students make them

for each other.

Part One: Working with the Core Curriculum

A comprehensive approach to teaching requires that students

and teachers engage in activities before, during, and after instruction.

This approach takes into account recent research in the fields of

cognitive psychology and reading. Each phase provides the student

with appropriate activities to accomplish the following:

beforeto activate prior knowledge (or schemata),

increase motivation, provide a reason for reading, help

students predict content;

duringpromote use of strategies and self-monitoring

techniques;

aftermodel strategies, provide opportunities for

practice and application as well as for maintenance of

what has already been learned.

Review this section before beginning each chapter.

Before Reading:

Pronounce new word parts and new words while

students read

over them. A medical

dictionary will help with the pronounciation of

unfamiliar terms. Help students predict what they think

the words

and word parts might mean.

Point out any potentially confusing word parts, such as myo

and

myelo.

Review strategy (first couple of lessons).

Review previously learned word parts. Be creative in the ways

you review.

Encourage students to notice Mary's personal growth as the

stories progress. For example, Mary has many

insecurities about

her abilities as the stories begin; as the stories progress,

however,

she becomes more confident and her self-esteem grows as

she

meets new challenges.

During Reading:

Be available to provide guidance, as needed, to answer

questions, etc.

Encourage self-monitoring techniques.

Encourage visualization to help learn and remember words.

After Reading:

Discuss the new words and word parts.

Encourage students to articulate any problems they may be

having.

Have students do word cards for new word parts.

Have students record new word parts in their notebooks.

Use the Supplementary Exercises in Part Two of this manual.

Student's Guide

Reproducible

Activities

STUDENT'S GUIDE

Introduction

Part One

You will begin your career in the health care field soon. You will

see and hear many new words.

You may hear doctors, nurses, or

other people using words you haven't heard before. You might see

new words on charts, bulletin boards,

reading materials, or other

places. You will have to read and understand these new words to do

well on the job.

This program will help build your medical vocabulary. You will

learn an important strategy for figuring out new words. You will find

that you already know many medical words. The words you already

know will help you figure out new words.

First, think about what you do now when you see or hear

unfamiliar words. Write about some of the things you do to help you

figure out new words.

OUR GROWING LANGUAGE

Most people are unaware of how much the English language

changes in their lifei;me. But it does change. New words come into

use, others are goins; out of style, and old words take on new

meanings. The English language has been changing constantly since

it first developed around 400-600 AD. This lesson will explore some of

the reasons why language changes.

Think back to when you were a child. Then slowly begin to trace

forward. Try to remember when you first heard words that are now

familiar to you. Here are some words you probably didn't hear during

childhood: microwave, digital, VCR, Ninja Turtles.

There may be hundreds of words that have become part of the

language in your lifetime. If you went back in time to your childhood,

what are some words that wouldn't have been heard then? Write

them here.

You should have an idea of how much the language has

changed in ycur lifetime. You should also understand some

of the

reasons why the language changes.

There are influences from our

own culture and from cultures around

the world. You can say that

language is like a mirror of culture and time.

Now, let's look at the special language used in the health care

field. Think back to when you were a child. Suppose you were to go

back in time and talk with people in the health care field. What are

some words that are common now

but wouldn't have been known

back then? Write them here.

A SHORT HISTORY OF THE ENGLISH LANGUAGE

Part One

The English language has been spoken for a long time. It was

being spoken in 400 AD! Think about how many changes there must

have been in the language since then.

This lesson will tell you about the three main periods in the

history of the English language.

Old English (Around 400 to 1100 AD)

At the beginning of this period, England was known only as

Britain. It was occupied by the Celts, who were the ancestors of the

Irish, Scots, and Welsh. Britain was invaded in the 400s by three

Germanic tribesthe Angles, Saxons, and Jutes. The influence of

these invading tribes marked the beginning of the English language

as we know it. In fact, the name

England came from one of these

tribes, the Angles (England = the land of the Angles). The

language

spoken then was very different from what we speak today. But a

few

words remain unchanged from that time: run, man, a, child, the,

for. This sample of Old English is taken from the Anglo-Saxon

Gospels, which was written about 995 AD:

Behealdap heofonan fuglas, foraam De hig ne sawap, ne

hig ne ripap, ne hig ne gadriap on berne; and eower

heofonlica fader hig fet. Hu ne synt ge selran aonne

hig?

(Look at the birds of the air: they neither sow nor reap nor

gather into barns, and yet your heavenly Father feeds them. Are

you not of more value than they?)

Another major influence during this period was the spread of

Christianity, which began around 500 AD. Latin was the language of

the Church, and to this day our language contains thousands of

words from Latin. Some examples of words that have survived

unchanged include: hymn, priest, bishop, nun, shrine, monk,

and psalm.

Middle English (1150 to 1500 AD)

There was an enormous French influence on the

language of

this time. The Normans, who were French,

invaded England in 1066

AD. After the invasion, the official language

of England was Anglo-

Norman French, but it never replaced English.

The common people

still spoke English. But the French

influence was strong. It added

nearly ten thousand words to the English

language. For example, the

English used the names of animals when they

talked about meat. We

can thank the French for

giving us the words veal for calf, beef for

cow, mutton for sheep,

venison for deer, and pork for pig.

As the Norman influence began to fade,

English was once again

the major language. This example of Middle

English is taken from The

Canterbury Tales, by Geoffrey Chaucer. It was

written between 1370

and 1399 AD:

Wel he loved he garleek, oynons, and eek

lekes

And for to drynken strong wyn, reed as blood;

Thanne wolde he speke and crie as he were wood

And when that he wel dronken hadde the wyn,

Than wolde he speke no word but Latyn.

Another important influence was the printing press, which was

brought to England in 1476 AD.

Modern English (1500 AD to present)

The printing press made reading materials available to more

people. At the same time, formal education was available to more

people. The teaching of Latin and Greek was important in

the schools

at that time. Some Latin and Greek words have

survived intact:

alibi, bonus, doctor, junior, stimulus from Latin; and

asbestos,

chaos, echo, and idea from Greek.

Two other important influences on the growth of the English

language were colonization and the spread of commerce.

During their

travels for trade and colonization, the English brought back to

the

vocabulary many new words from around the world. Some examples

include:

kindergarten (Germany), piano, pizza (Italy), wigwam

(American), tank (Portugal), and rodeo (Spain).

Part Two

Let's look at a short history of medical language. You will hear

many Latin and Greek words in

the health care field.

First, when Rome invaded Greece, it did not have much

knowledge about the science of medicine. The Greeks had a long

tradition of study and diagnosis of disease. So the Romans took much

of this knowledge with them. Many Greek words were

reshaped into

Latin words.

But why would something that happened so long ago have an

influence on medical language today? Sometimes doctors and other

health care workers want a "polite" way of discussing a patient's

condition without alarming or offending the patient. Medical words

with Latin and Greek parts also allow health care workers to be more

precise in what they are discussing. For example, compare

"dizzy" to

the more precise terms of vertigo, disorientation,

ataxia, or

somnolence.

Many English words are made up of word parts. If you know the

meanings of the parts, you can often figure out what the whole word

means. This helps build your vocabulary.

Using word parts will help

you learn medical words. Hundreds

of medical words are built from

word parts.

First, let's look at some words you already know that are made

up of word parts.

telephone, subway, bicycle

Part Three

Now let's look at how the strategy works. Suppose you come

across an unfamiliar word in your

reading:

Example: Scientists are exploring geothermal sources for forms of

energy to replace gas, oil, and coal.

You are not sure w:Iat the word geothermal means, so you:

1. Identify the word parts and think about other words you

already know that have these word parts:

geogeology, geography, geode, geomagnetic

therrnalthermostat, thermometer,

thermal underwear, thermos

2. Identify the meanings of the parts from

the familiar words.

geoearth

thermalheat

3. Come up with what you think might be the

definition.

geothermalheat from the earth

4. Read the sentence again and ask

yourself if the definition

makes sense in the sentence.

It is important for you to become comfortable

with this strategy.

It will be used in all the lessons of the healti. care

vocabulary unit. A

word of caution, however: when it is important to

be ata2me4 certain

and precise about a definition, always use a

glossary or a dictionary.

A Closer Look

Word parts may be at the beginning, middle, or end

of a word.

This lesson will teach you the names for each type of word part.

1. All words have a main part called the root. The root

of the word

carries the meaning of the word. For example:

What do you think is the root of these words?

breaking, breakable, break, unbreakable

Some words have more than one root. They are called compound

words.

Look at these compound words.

breakfast, breakdown

2. Some words have a word part added to the beginning of

the word.

The group of letters added to the beginning of the word is called

the

prefix. The prefix adds to or changes the meaning of the root.

What do you think is the prefix of these words?

unbreakable, unfriendly, mistreat

3. Some words have a word part added to the end of the word. The

group of letters added to the end of the word is called the suffix. The

suffix adds to or changes the meaning of the word and often changes

the part of speech of the word.

Look at this group of words. The suffix adds to or changes the

meaning of the root. It usually changes the part of speech of the root.

act, active, activate, action

operate, operation, operator

4. Sometimes two roots are put together and we have to add a vowel

in between them. The vowel that is added to make the two roots

"stick" together is called a combining form. Look at the word

thermometer. There are two roots, therm and meter. 0 is a

combining form. Combining forms are often added because it

makes the word easier to pronounce.

Students: Refer to this list every time you begin a new

chapter in your student book.

Before Reading:

"Review the strategy in your head.

-Read over the new list of word parts and think about any words

you already know that have those parts.

If you doill know any,

think about what the new word parts might mean.

'Listen as the teacher pronounces the new word parts.

-Ask yourself, "What do I want to learn from this chapter?"

During Reading:

-Write down any confusing words or word parts as you

encounter them in your reading.

'Think about and use the strategy as you try to figure out

unfamiliar words.

'Think about what you already know that can help you figure out

the new information.

Form a picture in your mind to help you learn and remember

the new words and word parts.

-Ask yourself, "Do I understand this chapter? Do I need to go

back and review some of the word parts ?" If you think you will

have trouble remembering any word parts, jot them down on a

piece of paper and review them when you are finished reading.

After Reading:

-Review any word parts you jotted down while reading.

-Make word cards (one-half of a 3x5 notecard) with the word

part on the front and its meaning on the back.

Lesson One

Activity #1: Compare and Contrast

Directions. Put a check beside the sentence that

uses the new

word correctly.

1. The doctor looked in Kelly's throat to check for

Arthritis.

Joseph could not move quickly and easily because

of his Arthritis.

2. Tony put a warm cloth on his neck when he thought

he had

The doctor said I had tonsillitis after I dropped the

brick on my foot.

3. When Hector had gastritis, he had to put his

arm in a sling.

Jen could not eat hot and spicy food because of her

gastritis.

Activity #2: Writing Activity

- Directions. Write a sentence for each new word made

up of

word parts. Leave a blank

space where the new word belongs. When

you are finished, exchange with a partner and write the

missing word

in the blank. Thee read the sentences aloud to each other.

(;)

Lesson Two

Activity #1: Cloze

'Directions. Read the following

paragraphs. Fill in the blanks

with the right word from

the medical words you

have learned so far.

1. A team of doctors was

working with a seriously ill young

boy. The

kept records of his heart and

his

kidneys were monitored

closely by the

. The

_analyzed the boy's blood

work every day

and gave reports to the

who tried to

figure out what disease the young

boy had. Together they

hoped

they would be able to

make the young boy well

enough to go home to

his family.

2. When Ashley developed a

horrible case of poison ivy

rash, her

mother took her to the best

skin doctor in town. Dr.

James, the

gave Ashley some cream

because the

rash was very itchy. The

doctor wrote on the chart

that Ashley had a

skin inflammation, or

Dr. James also suggested

that Ashley see her children's

doctor, or

, for

her yearly check-up.

Activity #2: Grouping Words

-Directions. Look at the way the

following list of words was

divided:

dog, yellow, horse, purple, green,

pig

dog, horse, pig, yellow,

purple, green

Divide the following list of words

into two groups of words that

have

something in common.

dermatologist

arthritis

nephritis

gastritis

pathologist

ophthalmologist

Group One:

Group Two:

What do the words in group one

have in common?

What do the words in group

two have in common?

1 0 u

Activity #3: Maze

-Directions. Circle the best word to fill in the blank

1. Most women see their (neurologist, oncologist, gynecologist) at

least once a year.

2. When John felt a tumor on his neck, he made an appointment with

the (ophthalmologist, oncologist, nephrologist).

3. People who drink too much and take illegal drugs could benefit from

seeing a (pediatrician, hematologist, psychologist).

4. After her eye exam, Carol thanked the (cardiologist,

ophthalmologist, nephrologist).

Activity #4: Use What you Know

-Directions. Use the word parts from the first and second unit to

build words that mean.

inflammation of the kidneys

inflammation of the skin

inflammation of the nerves

Activity #5: Design a Business Card

-Directions. Choose one of the words that describes a person

who is a specialist (cardiologist, gynecologist, dermatologist,

hematologist, neurologist, pathologist, nephrologist, etc.).

Imagine you work for a printing company and you have been asked to

design a business card for that person. Use your name and address

as the name of the specialist on the card. Include a picture that would

serve as a clue to the profession of the person.

Lesson Three

Activity #1: Compare and Contrast

-Directions. Put a check mark beside the sentence that uses the

new word correctly.

1. Carlos had 10 stitches in his abdomen after his appendectomy.

The pharmacy will give you the appendectomy.

2. The doctor's assistant put the phobia in the file cabinet.

Mary's mother has a phobia about meeting new people.

3. Sarah's brother was febrile so she put cold cloths on his head.

Ken watched the febrile work on his patient.

4. The Mao= requires the doctor's signature on the prescription.

Rosa took the pharmacy to make her tooth stop hurting.

5. The doctor told Bernie that he needed to have a sonogram.

If you want to get in touch with someone, try sending a sonogram.

6. Debbie did not notice the &junta' paper in her mailbox.

Her abdominal region is very sore and tender.

Activity #2: Think Aloud

-Directions. Take your paper from Activity #1 and work with a

partner. Read the first sentence aloud. Tell your partner how you

would figure out the meaning of "appendectomy" from its word parts

and the clues in the sentence. You should take turns with your partner

on sentences 2-6.

Activity #3: Use What You Know

-Directions. Use the word parts you learned in lessons one, two

and three to build the word that means:

removal of tonsils by surgery

abnormal fear of women

abnormal rear of the heart

instrument for measuring the size of the eye

Use the word parts to figure out what these words might mean. Write

your answer in the blank.

neuropharmacology

psychopharmacology

electrocardiogram

Lesson Four

Activity #1: Write a Memo

'Directions. You need to write a memo to the LPN who comes

on duty after you. You want to tell him that the patient in room 234 will

need special care after her operation. Part of the memo has been

done for you. First, fill in the top part of the memo. Then fill out the rest

of the memo with the correct new words from chapter four.

Memo:

To:

Brian Kelly

From:

Date:

The patient in room 234, Ellen Fast, had her appendix removed

this morning. You will be asked to assist with her

. Be

sure to wash your hands with

soap

before and after you enter her room. The RN will give most of Ellen's

medicine through an

tube inserted in Ellen's vein.

But Ellen's 10 p.m. pill is

That means you must

put it under her tongue at 10 p.m.

Activity #2: Write a Memo

'Directions. You need to write a memo to the LPN who comes

on duty after you (her name is Carol White). You must give her

directions for caring for the patient in room 315, Hillary Jackson. Use

the following words in your memo:

arthritis

intramuscular

anti-inflammatory preoperative

Memo:

To:

From:

Date:

1 4;

Activity #3: Compare and Contrast

'Directions. Put a check mark beside the sentence that uses the

new word correctly.

1. The doctor wanted to take an x-ray of my vertebrae.

The vertebrae, didn't fill out the form.

2. Many people use bifocals to straighten their back.

Wear your bifocals when you read the newspaper.

3. Intervertebral disks are part of your spine.

The doctor used the intervertebral disks to measure the wound.

4. We looked through the subabdominal glass.

Frank had severe

subabdominal,

pain.

5. The audiologist checked Maria's hearing.

She used an audiologist to measure her heartbeat.

6. After her operation, Kelly received preoperative instructions.

Follow the doctor's preoperative instructions to make sure you

heal properly.

7. The antiarthritis drug eased the pain in John's back.

The antiarthritis drug eased the pain in .John's heart.

8. Antibacterial diseases spread throughout the office.

Use antibacterial soap before and after you touch the patient.

9. Do not allow the intravenous line to become tangled.

She placed the jntravenous pill under the patient's tongue.

10. She felt better during the postoperative period than

she felt during the time before her operation.

Postoperative care helps you to get ready for your operation.

Lesson Five

This lesson is a review of all the word parts the student has

learned in lessons one Through four. Review the words and word

parts.

Here are some activities to try:

1. Compare your notebook with Mary's notebook. Check to see if

you

have recorded the new words and word parts correctly.

2. Choose 10 word parts. Brainstorm with your class to see how many

words you can think of that are made of word parts. Compose a short

story using 10 of the words, leaving blanks where the words belong.

Exchange stories with a partner and fill in the blanks.

Lesson Six

Activity #1: Write an Article

Directions. Imagine you have been asked to write an article for

a hospital newsletter. You have been asked to write about an exciting

event that took place at the hospital.

Use the following words in your article:

quadruplets

mu ltipara

postpartum

Activity #2: Work with a Partner

Directions. You and your partner should have a notebook to

write down your answers for this activity. Use the word parts from

lesson six: hemi, lateral, multi, para, plegia, poly, quadr/i,

semi, tri, uni. Brainstorm as many words as you can think of that

are

made up of those word parts. They don't have to be medical words.

When everyone in the class is finished, compare lists and

see who

thought of the most words.

Activity #3: Maze

-Directions. Circle the best word to fill in the blank

1. The woman was (

unilateral, polyneuritis) and decided

not to have any more c ildren.

2. Rosa was in extreme pain because of her (multipara, postpartum,

polyneuritis).

3. Many women feel depressed during the (polypathia, postpartum,

semicircular) period.

4. A person who is a (quadriplegia, quadrilateral, trilateral) needs a lot

of help everyday.

5. The jogger was running in the heat and developed

(polyarthritis, hemilingual, thermoplegia).

6. People who suffer from (thermoplegia, gastroplegia, polyphobia)

are often too afraid to leave their homes.

Activity #4: Cloze

-Directions. Read the following paragraphs. Fill in the blanks

with the correct words from lesson six.

Karen gave birth to

. She and her husband,

Tim, were shocked to find out they had four babies! The doctor told

them they were expecting twins.

Two weeks after she came home from the hospital, Karen

suffered from

depression. It was so exhausting

trying to care for four little babies! Luckily, her mother and sister came

to stay with them for awhile. They helped Karen and Tim take care of

little Joe, Flo, Zoe, and Moe.

11)7

'Directions. Read the following paragraphs. Fill in the blanks

with the correct words from lessons one through six.

Melanie was very worried about the patient in room 304. She

took his temperature with a

It was 105 °! She

called the RN into the room. The RN suggested they page the

Martha Quinn, one of the heart

specialists in the hospital.

Dr. Quinn examined the patient and said he had

An inflammation of the heart can be

very serious. The RN began giving the

patient medicine through an

in his right arm. Two days later, the patient

began to recover. Melanie was proud of the professional way she

handled the situation.

Lesson Seven

Activity #1: Sorting

-Directions. Sort the following list of words into four groups. Each

word in a group should have a similar word part at the beginning of

the word. Write the meaning of the similar word part at the top of the

group.

gastroscope

hypodermic

carditis

hyperthermia

hypothermia

cardiograph

hypertension

gastrotherapy

hyperdontial

cardiologist

hypotension

gastroscopy

Group One:

(meaning of word part)

Group Two:

(meaning of word part)

Group Three:

(meaning of word part)

Group Four:

(meaning of word part)

Activity #2: Sorting

'Directions. Sort the following list of words into four groups. Each

wax' in a group should have a similar word part at the end of the word.

Write the meaning of the similar word part at the top of the group.

hypodontia

dermatitis

dermatotherapy

macrodontia

quadri:legia gastroplegia

carditis gastrotherapy

nephritis

hyperdontia

cardioplegia

hydrotherapy

Group One:

(meaning of word part)

Group Two:

(meaning of word part)

Group Three:

(meaning of word part)

Group Four:

(meaning of word part)

Activity #3: Compare and Contrast

'Directions. Put a check mark beside the sentence that uses the

new word correctly.

1. The physician's assistant used the electrocardiograph.

The electrocardiograph put the record in the box.

2. Luis had to wear a cast for his hypertension.

Do not use too much salt if you have hypertension.

3. The cat would not go near the tub; you might say it has

hydrophobia.

The hydrophobia treatment felt good on Steve's back.

4. Susan needed a complete blood transfusion.

The transfusion kept the needle in the cabinet.

5. We suffered from hyperthermia during

the heat wave.

We applied hot cloths to John's head when he

had

hyperthermia.

6. The LPN inserted the hypotension

in the patient's arm.

Consuela's hypotension made her feel very tired.

7. The young couple were disappointed when

the nurse said it was

only a pseudopregnancy.

The pseudoprggnancy scared the young couple.

How would they

be able to care for so many babies?

8. Hydrotherapy kept the scared young boy out

of the water.

The hydrotherapy, treatment eased the soreness

in June's

muscles.

Activity #4: Report to the RN

-Directions. Imagine you have to give a report to the

RN. First,

you have to write about what

happened to the patient in room 112.

Use the following words in your report:

electrocardiograph,

hypertension, hypodermic, and intramuscular.

Then, read

your report to a partner.

Lesson Eight:

Activity #1: Help Yourself Remember

Directions. This activity will help you remember the words in

lesson eight. First, write the meaning of the word. Use the book if you

can't remember the meaning. Second, write about how you will try to

remember the meaning. For example, for dorsal, you might write

something like:

I know that the shark's fin that sticks out of the water is called the

dorsal fin. This will help me to remember that dorsal means near or on

the back. You might even draw a picture of a shark to help you

remember. Whatever works for you!

Or, you might write something like this:

I will use the initials d and p to help me remember dorsal and

posterior mean the same thing. I will use the initials v and a to help me

remember ventral and anterior mean the same thing.

You can use these examples if you like or you can make up your

own.

dorsal means

How I will remember it:

ventral means

How I will remember it:

anterior means

How I will remember it:

posterior means

How I will remember it:

cephalic means

How I will remember it:

caudal means

How I will remember it:

medial means

How I will remember it:

midline means

How I will remember it:

lateral means

How I will remember it:

Activity #2: Label the Figures

-Directions. Label each drawing with the correct word. Choose

from the following words:

midline

medial

DORSAL

POSTERIOR

dorsal

caudal

cephalic

lateral

posterior

ventral

VENTRAL

Activity #3: Make a Compare and Contrast Exercise

-Directions. In some of the activities, you were asked to choose

the sentence that used the new word correctly. For example:

Debbie did not notice the Abdominal paper in her mailbox.

Her abdominal region is very sore and tender.

For this activity, you will have to make a similar exercise for your

partner. Use the following words dorsal, posterior, midline,

medial, lateral, ventral, anterior, caudal, cephalic

Remember to make one sentence that uses the word correctly

and one that does not, When you are finished, exchange papers with

your partner.

Lesson Nine:

Activity #1: Confusing Word Parts

-Directions. This lesson has some word parts that might be

confusing. This activity will help you remember them.

1. esthesi/o (feeling) and asthenia (weakness)

You might remember the word part esthesi/o means feeling because

the word part and its meaning both have the letter e and its sound in

them. Say them aloud. You might remember the word part asthenia

means weakness because the word part and its meaning both have

the letter a in them.

Don't be confused when other word parts are added. For example,

when the word part an is added to esthesi/o, try to remember the

meaning of just the word part esthesi/o first, and then look at the other

word parts.

For example, add the word part that would change the meaning to

without feeling:

esth i/o

Now, add the word part that would make the word mean "a person

who specializes in...."

anesthesia

2. algesYo (pain)

This word part looks similar to asthenia and esthesi/o. One way you

might remember algesi/o is by thinking of the following:

If you have

severe pain, you might say something like, "Gee, I have a lot of pain."

Algesi/o has the letter g in it.

Activity #2: Compare and Contrast

-Directions. Put a check mark beside the sentence that uses the

new word correctly.

1. The analgesic was painful for the nurse.

The RN gave the patient an analgesic.

2. An inflammation of the meninges can be very serious

if it is not treated properly.

The doctors asked the motras to fill out the forms.

3. The nurse injected the dye for Sharon's myelogram.

The myelogram showed that her lungs were clear.

4. The cranium protects the spinal

cord.

The cranium protects the brain.

5. She did not feel anything during

the operation because she had

anesthesia.

His anesthesia made him sneeze in the

springtime.

6. Janet was very worried because

her son, John, had encephalitis; if

the CAT scan of his brain did not show

improvement, he would be

moved to intensive care.

Encephalitis made Katrina's nose run almost

all day; she went

through two boxes of tissues.

7. Ken wanted the skilled anesthesiologist to

perform the

craniectomy.

Ken wanted the skilled neuro!::.gist to

perform the craniectomy.

8. She was flat on her back because of

neuralgia.

Neuralgia made the pain in her back

feel better.

Activity #3: Figuring Out New Words

-Directions. Use the words parts you learned in this lesson

and

some of the ones from the other

lessons to figure out the meanings of

these words. They may look long and complicated,

but they are made

up of word parts you have

learned!

hyperthermalgesia

myeloencephalic

neuromyelitis

ophthaimalgia

anencephalus

Lesson Ten

This lesson is a review of all the word parts you have learned in

lessons one through nine. Review the words and word parts.

Here are some activities to try:

1. Make up imaginary phobias using word parts from the story. Draw

pictures or role play your stories.

2. Role playing is a good way to practice saying new words and word

parts aloud. Develop case studies similar to the one you did in

lesson seven, Activity #4.

3. Go through your notebook and cover up the word part; read the

meaning and try to guess the word part.

Lesson Eleven

Activity #1: Case Study

-Directions. Read the case study. Fill in the blanks with words

from lesson ten or words you already learned.

Judy was very unhealthy in the winter of 1992. It all began with a

pain in her liver which turned into an inflammation. The doctor

diagnosed it as . He prescribed an

to relieve the pain. He also told her to be extra careful about washing

her hands; he said she should always use

soap.

When that cleared up, Judy lived through one of the most

frightening experiences of her life. She found a lump during a self-

exam of her breast! She was afraid she would have to have a

Fortunately, the doctor did some tests and

discovered that the lump was not serious.

Activity #2: Sorting

-Directions. Sort the following list of words into three groups.

Each word in a group should have at least one word part

that is the

same. Write the meaning of the

similar word part at the top of the

group.

cardiopulmonary

rhinitis

hepatalgia

pulmonitis

mastitis

microhepatia

subpulmonary

intrahepatic

hysteritis

Group One:

(meaning of word part)

Group Two:

(meaning of word part)

Group Three:

(meaning of word part)

Make a sorting list for your partner. Choose two words that have

similar word parts for each group. Make four groups of words.

Activity #3: Write a Memo

-Directions. You need to write a memo to the LPN who comes

on duty after you (his name is Joseph Torelli). You must give

him

directions for caring for the patient in room 304, Marion Cullen. Use

the following words in your memo:

otitis, otologist, rhinalgia, rhinesthesia.

You can also use other health care words if you like.

Memo:

To:

From:

Date:

Lesson Twelve

Activity #1: Confusing Word Parts

1. myel/o (spinal cord) and my/o (muscle)

You might remember that myel/o has the letter I in it that kind of looks

like the spinal cord. Or, you can think of a different way to remember

the difference between the two word parts. Write about your way

below:

Write a sentence using the word myostitis. Write another sentence

using the word myelitis.

Activity #2: Maze

-Directions. In some exercises you have been asked to choose

the correct word to fill in the blank. For example:

After her eye exam, Carol thanked the (cardiologist, ophthalmologist,

nephrologist).

For this exercise, you will be asked to make a maze activity for a

partner. Make five questions using five new words from lesson 11.

You may use any of the words you have learned as possible answers

in the activity.

Activity #3: Crossword Puzzle

-Directions. Use the clues to fill in the puzzle.

Across:

1. surgical removal of the sack of

fluid between joints

3. substance capable of producing

a disease

5. end of spinal column

7. inflammation of middle layer

muscle of heart wall

9. vertebrae of lower back

11. group of vertebrae in chest area

Down:

2. inflammation of

vertebrae

4. started in the muscle

6. vertebrae in neck

8. contracting or

tightening of muscles

10. muscle pain

Lesson Thirteen

Activity #1: Sorting

Directions. Sort the following list of words into four groups. Each

word in a group should have a similar word part. Write the meaning of

the similar word part at the to' of the group.

costal

spondylomalacia

toxicologist

rhinoplasty

intercostal

myomalacia

toxic

plastic surgeon

costectomy

cardiomalacia

toxicophobia

otoplasty

Group One:

(meaning of word part)

Group Two:

(meaning of word part)

Group Three:

(meaning of word part)

Group Four:

(meaning of word part)

Activity #2: Report to the RN

Directions. Imagine you have to give a report to the RN. First,

you have to write about what happened to the patient in room 112.

Use the following words in your report: antitoxin, neonatal,

tachycardia. Then, read your report to a partner.

1,)

Activity #3: Figuring out New Words

-Directions. Use the word parts you learned in this lesson and

the other lessons to figure out the meanings of these words. They

may look long and complicated but they are only made up of word

parts you have learned!

cardiosclerosis

gastropiasty

meningioma

otoplasty

podoedema

toxicodermatitis

vertebrocostal

thoracoplasty

craniomalacia

hepatoma

Pre/Post

Tests

122

Name

Date

Write the word part in the blank that means:

before

inflammation

heat

many

three

half

uterus

woman

ribs

the mind

Use two word parts to

make a word that means:

an expert of the

mind

an inflammation of

the liver

abnormal fear of being poisoned

multiple births

water treatment

removal of all or part of the stomach

124.;

Use word parts to help you understand the meaning of these

words. Write the meaning in the blank.

cardiogram

rhinoplasty

encephalomyelitis

nephralgia

hypothermia

quadriplegia

cardiohepatic

Mate' the word parts to their

meanings (not all meanings

will be used):

vertebr/o

A. skull

pseud/o

B. bile

crani/o

C. feeling, sensation

esthesia

D. backbone

schlerosis

E. slow

pulmon/o

F. false

G. hardening

H. lung

12C

41)

Answer the following questions:

The doctor prescribed an analgesic. What will that do?

The woman had edema. What does that mean?

The test showed that he had hyperthyroidism. Did his thyroid

4110

produce too much or too little?

After exercising, he suffered from back spasms. What was

happening to his back?

1 (.1"1

. 4

Here are some word parts that show direction or

location.

Match the right direction or location with the word parts.

Some meanings might match more than one word part.

Not

all meanings will be used.

medial

A. below

trans

B. on the left side of the body

posterior

C. beside

dorsal

D. in the middle

inferior

E. back of the body

F. across or over

;--

Use the word parts in the box to match the

definitions. Write

the correct word part in the blank. Not all word parts

will be

used.

dactyVo

lingual

mening/o

abdomin/o

encephal/o

hydr/o/a

oma

tachy

brady

my/o

febr/o

cost/o

fast

rib

muscle

slow

brain

fever

finger or toe