The American Heritage Word Frequency Book

First published in 2010 . Routledge is an imprint of Taylor & Francis, an informa company.

THE EDUCATOR'S WORD FREQUENCY GUIDE is the largest systematic word frequency count ever conducted. Based on over 17,000,000 tokens & 164,000 types, it is nearly 3 times the size of the corpus in the American Heritage WORD FREQUENCY BOOK, which is now over 20 years old. THE EDUCATOR'S WORD FREQUENCY GUIDE exceeds the earlier study not only in number of words, but also in number of samples (60,500) & number of different texts sampled, spanning texts from kindergarten through college. This comprehensiveness & diversity give THE EDUCATOR'S WORD FREQUENCY GUIDE corpus better coverage of actual text use across the grades than does any previously published word frequency study. The guide is comprised of four sections. Technical characteristics are described in the first section, followed by an alphabetical list of words with frequencies of 1 or greater in section 2. This list includes SFI, D, F, U, & frequency by grade-level statistics for each word. Section 3 lists words with frequencies less than 1, & the final section presents the words from the entire corpus in descending order of frequency.

A thesaurus for adult learners of English.

Addressing a key skill in reading, writing, and speaking, this comprehensive book is grounded in cutting-edge research on vocabulary development. It presents evidence-based instructional approaches for at-risk students, including English language learners and those with learning difficulties. Coverage ranges from storybook reading interventions for preschoolers to direct instruction and independent word-learning strategies for older students. Guidance is provided on using word lists effectively and understanding how word features influence learning. The book also reviews available vocabulary assessment tools and describes how to implement them in a response-to-intervention framework. This title is part of the What Works for Special-Needs Learners Series, edited by Karen R. Harris and Steve Graham.

This book investigates an important but under-researched aspect of dictionary making: the use of a controlled vocabulary in definitions. The main concern of the author is the role of a definition vocabulary in how foreign learners understand and perceive dictionary definitions. The author takes the reader through a detailed historical account of controlled vocabularies and examines definitions in a range of English dictionaries with respect to their vocabulary loads. He performs a series of experiments with university students to reveal merits and shortcomings of restricted vocabularies. This monograph has been written with the aim to fill a gap in the literature on defining vocabulary. It is intended for lexicographers, dictionary editors, course designers, teachers, and students, as well as anyone who wishes to explain words in an intelligible way.