How Many Times Do You Need To Hear A Word To Learn It

vocabulary

Vocabulary: Best Practices

Learn the affect of dyslexia on vocabulary acquisition and how to assess vocabulary both formally and informally. Find practical tips to increase vocabulary and help your student become a lifelong learner of words.

I still remember how I taught myself geography vocabulary when I was in 4th grade in the 60's. We were told to expect through magazines for pictures of geographical items like buttes, prairies, and mountains. No problem on the mountain. I had already been skiing at Mt. Holly! (More like a hill hither in Michigan.) Prairies, I could figure out likewise, just a butte? Now that was a vocabulary picture challenge! I had a written definition of the words, only finding a picture in a magazine was mostly a search and gauge claiming. Especially, since Reader'due south Digest was the only mag we had at dwelling.

At present all a student needs to do is go to a computer, blazon in the word butte in a search engine and voila! No searching and wondering if this could perhaps be a motion picture of a butte for our modern day students! They can get a plethora of butte pictures, forth with detailed information near buttes and additional geographical highlights of canyons, cirques, cuestas, mesas, and even sinkholes! Because this is so uncomplicated, one would retrieve that acquiring a big, rich vocabulary and having the grammatical skills for using those words would be effortless in today's technological globe.

However, while locating pictures is much easier today, acquiring a big, rich vocabulary appears to be just as challenging for students every bit it was fifty years ago, despite estimator technology. And for a student who has dyslexia, it can be as difficult every bit looking for a moving-picture show of a butte in Reader'due south Digest.

It is important to measure a pupil's understanding of vocabulary as early as possible. Research has demonstrated that students with reading difficulties will begin to fall backside in vocabulary because they do not read every bit much as their peers. And the gap only widens as they get older. Therefore, it is very important that these kids with reading problems are read to at a immature age and as they become older take admission to text via audiobooks and text-to-voice communication software.

How Many Words Should Well-nigh Students Know?
Oral & Literate Vocabulary
Vocabulary & Reading Comprehension
Information technology's Not Just Vocabulary, It'due south Vocabularies!
How to Appraise Vocabulary
The National Reading Panel
Best Practices for Learning Vocabulary
How to Teach Students to Acquire On Their Own
Vocabulary Reckoner Programs

How Many Words Should Almost Students Know?

Child language specialists have suggested that preschoolers learn about v new words a day (Kamil, 2004). By first form, students will have a lexicon of nigh 6000 words. By the second grade, students acquire an boosted 2000 and 5000 words (Graves, Juel, & Graves, 1998). And as their reading and writing develops, on average students learn 3000 to 4000 words a year (Nagy & Anderson, 1984; Nagy & Herman, 1987). By the time students graduate from high schoolhouse their vocabularies may achieve 25,000 words or more.

To understand the magnitude of this, consider what learning 25,000 words would require in terms of educational activity. To directly teach students fifty-fifty 3000 words a yr would require instruction approximately 17 new words each school day (e.g., 3000 words/180 schoolhouse days). Estimates vary, just reviews of classroom intervention studies suggest that, in full general, no more 8 to ten words tin be taught effectively each week. This ways no more than than 400 words can exist taught in a year (Stahl & Fairbanks, 1986). Using a uncomplicated calculation, 3000 - 400 = 2600, produces the obvious conclusion that students must find ways other than direct classroom instruction to learn words.

And then how do we help children and particularly children with dyslexia develop large listening and speaking vocabularies and learn to use them when reading and writing? Research shows that students need to encounter a word about 12 times or more before they know it well enough to help them comprehend information technology (McKeown, Beck, Omanson, & Pople, 1985). When students accept enough encounters with a give-and-take, they'll begin to use information technology in their writing and speech. That discussion so becomes a role of their personal vocabulary bank, or "repository."

We all know the vital importance of vocabulary for success in life. The Report of the National Reading Panel stated, "The importance of vocabulary knowledge has long been recognized in the development of reading skills. As early as 1924, researchers noted that growth in reading power relies on continuous growth in discussion knowledge" (pp. four-15). The National Reading Panel also noted that comprehension development cannot exist understood without a critical examination of the role played by vocabulary knowledge. Given that students' success in school and beyond depends in great measure upon their power to cover what they read, there is an urgency to provide instruction that equips students with the skills and strategies necessary for lifelong vocabulary development.

Vocabulary development becomes an even bigger challenge when a student is diagnosed with dyslexia. The negative experiences dyslexics have in learning to read may set in move frustration and failure that continues throughout their academic years (Hart & Risley, 2003; Snow, Barnes, Chandler, Goodman, & Hemphill, 2000; White, Graves, & Slater, 1990). Considering dyslexic students discover reading hard, they avert reading. This avoidance reduces the opportunities they are exposed to, and thus, learning new words because more of a challenge. This sets in motion Stanovich's (1986) "Matthew Effects" where 'the rich become richer and the poor get poorer.' In terms of vocabulary development, good readers read more, become ameliorate readers, and learn more words; poor readers read less, become poorer readers, and acquire fewer words. In other words, if students with dyslexia read less and comprehend less, their vocabulary volition not abound fairly. This has devastating consequences beyond the curriculum and limits post-secondary opportunities.

Oral & Literate Vocabulary

In the preschool years, language conquering is focused on building oral listening and speaking skills. So for the first five years, children typically have not still acquired a literate (reading and writing) vocabulary. Listening or receptive vocabulary, the largest, is made up of words the kid hears and understands. Past the time we achieve adulthood, nigh of usa will recognize and understand shut to 50,000 words (Stahl, 1999; Tompkins, 2005). Speaking or expressive vocabulary is comprised of words nosotros use when talking. Typically, receptive vocabulary is larger than expressive vocabulary. For example, if I say four words aloud, such equally "dictionary, primary, lexicon, and revision" and inquire a pupil which two go together (receptive language) many times, she can answer correctly (lexicon and dictionary); merely it may be more hard to limited why those 2 go together.

Nosotros all accept vocabulary that we "understand", i.eastward., receptive vocabulary. This includes our listening also as our reading vocabulary. Our reading vocabulary is comprised of the words we sympathise when we read text. We can read and sympathize many words that we do not use in our speaking vocabulary.

Most frequently when we think of expressive vocabulary, we think of conversational voice communication. Notwithstanding, when nosotros think of "using" vocabulary, nosotros too need to think well-nigh writing. We mostly find information technology easier to explicate ourselves through voice communication. Not only was information technology our first form of communication that nosotros learned, only we tin use facial expressions and intonation to help go our ideas beyond. The listener can ask for clarification if something is not understood. Finding just the "right words" to communicate the aforementioned idea in writing when your 'listener' is not present can exist more challenging. Emoticons :) are often used as a substitute to communicate intent. Our writing vocabulary is strongly influenced by the words we can spell. For daily use, most adults use a mere 5000 to x,000 words for all their conversations and instructions.

Receptive Vocabulary

Listening
Reading

Expressive Vocabulary

Speaking
Writing

These 4 aspects of vocabulary can exist combined into our pregnant/oral vocabularies (speaking and listening) and our literate vocabularies (reading and writing).

Meaning /Oral Vocabulary	Literate Vocabulary
Listening	Reading
Speaking	Writing

Difficulties in listening (such as auditory comprehension, auditory retentiveness, and /or auditory processing) volition issue in difficulties with learning language, which results in difficulties with learning to read and write. In turn, difficulties with speech (such as multiple misarticulations, language delays or disorders, autism, and Asperger's syndrome) will also touch on learning to read and write. Students who are limited in any 1 of these aspects are likely to be limited in other aspects as well and will need direct, constructive, systematic, and almost importantly, early and intensive intervention.

When children enter school, the focus becomes acquiring literate vocabularies. To access the printed words (and acquire vocabulary), they must first exist able to decode the text! Beingness able to interpret or decode print into speech allows students to use their oral vocabulary to build their literate vocabulary. At that place is an abundance of research to show that an constructive decoding strategy allows students to identify printed words accurately and so quickly and automatically (Pikulski & Chard, 2003).

To decode, students need to acquire a basic knowledge about words called phonological awareness. They must larn 'boundaries' – meaning that words compose a sentence, syllables etch a word, and that individual sounds (phonemes) make up the syllables (and words). They must learn the alphabetic principle -- how the sounds of a word relate to printed letters. They need to learn phonics – that the letters (or a combo) represent a sound. Students with dyslexia are typically challenged when it comes to understanding phonological sensation, the alphabetic principle, and phonics. They then may have difficulty putting the sounds of a word together (i.e., blending). Students with dyslexia typically start off schoolhouse with big speaking and listening vocabularies. But as they struggle with learning to read and write their vocabulary growth rate slows, in part due to a lack of admission to the vocabulary.

Vocabulary & Reading Comprehension

Ane of the most persistent findings in reading research is that the extent of students' vocabulary knowledge relates strongly to their reading comprehension and overall academic success (see Baumann, Kame'enui, & Ash, 2003; Becker, 1977; Davis, 1942; Whipple, 1925). According to The Report of The Rand Reading Study Group (2002), research has shown that "many children who read at the third grade level will non automatically become proficient comprehenders in later grades" (p. 2). This drop in achievement at the third grade level appears very probable to be due to weaknesses in language evolution and background knowledge, which are required for reading comprehension (Pikulski & Chard, 2003).

Wide reading engages students in a wide variety of books. The more students read and the more oftentimes they read, the greater their opportunities for applying word-learning strategies and learning new vocabulary and therefore, increasing comprehension. A number of researchers have found that once students are reading on their own, the amount of fourth dimension they spend reading is i of the best predictors of their vocabulary size (due east.m., Herman, Anderson, Pearson, & Nagy, 1987; Miller & Gildea, 1987).

Brook, et.al. (2002) draw the research-based decision, "All the available show indicates that in that location is piffling emphasis on the acquisition of vocabulary in schoolhouse curricula" (p. 15). Fifty-fifty students who develop large reading vocabularies may not employ that vocabulary in their writing without teacher aid and guidance. This relationship seems logical; to get meaning from what they read, students need both a bully many words in their vocabularies and the ability to apply various strategies to establish the meanings of unfamiliar words when they encounter them.

It's not just vocabulary, it's vocabularies!

Four Levels of Vocabulary

The English language has a great many words, estimated to exist betwixt 450,000 and 750,000 words (Stahl, 1999; Tomkins, 2005). Since there are so many words to be taught – important words, useful words, interesting words, and hard words – a hierarchy for teaching words has been suggested. Beck, et al. (2002) advise four levels or tiers of vocabulary. It is of import to comprise each of the following four levels of vocabulary in intervention, teaching, and assessment.

Level One consists of words that are used in daily linguistic communication. They are spoken repeatedly and are used in dissimilar means in our daily lives. Level One words are well-known. They are basic words such equally sight words, words found in early on readers, and the 5000 or and so words we use for everyday conversation. Generally, as an English language speaker, you don't take to build Level One vocabulary considering you already possess the basics (east.g., sad, funny).

Level 2 words, however, are quite different from Level One. Often yous need to be taught this vocabulary or you could pick it upwards from reading. This vocabulary is very important to educational success. This level consists of the high frequency words for more than mature users. Words in this level are likely to be used in many bookish courses and may have multiple meanings. They are often non taught since they appear "common", but, in fact, they may not be well understood by many students (e.g., regardless, compromise).

Level Three words consist of vocabulary from specialized disciplines or occupations. This could include business or academic vocabulary (e.thou., irascible, biogenetics).

The final level of vocabulary – Level Four – is different from all other levels. These words are infrequently used and are by and large obscure. They don't chronicle to any occupation and are not valuable in most work and social environments (Beck, et al., 2002). Some Level Four words are useful for teaching morphological clues (e.g., xanthodont - one who has yellow teeth, or noctuary - an account of what happens at night).

Beck and her colleagues recommend explicitly teaching Level Two and 3 words. They estimate that there are nigh vii,000 words at Level Two and or 10,000 at Level 3.

How to Assess Vocabulary

Now that you've learned about the importance of vocabulary in a comprehensive pedagogy, it is important to learn how student vocabulary should be assessed. There are myriad standardized tests to evaluate your student'due south vocabulary. Virtually of them appraise one or two types of vocabulary tasks out of context. While helpful information may be gleaned from whatever of these assessments, yous volition also want to collect a language sample to see how your student uses vocabulary in continued language. It is useful to compare vocabulary employ for spoken vs. written output as ane may be stronger than the other. Comparing your student's abilities between receptive and expressive tasks is advised since word-retrieval bug (i.eastward., accessing and saying a known word) may be a characteristic of your student'southward dyslexia. Tests with multiple-option or a more open-ended format (where a pupil can explain his word knowledge in his ain words) generally yield higher scores and indicators of your student's competence.

Below are a number of assessment tools for vocabulary. You lot volition want to ensure that the measure is culturally sensitive (check the norms for this information). The following are some commonly used tests of both receptive (words that are understood) and expressive (words that 1 can verbalize) vocabulary:

Receptive 1-Word Picture Vocabulary Test (ROWPVT)
Expressive 1-Word Picture Vocabulary Test (EOWPVT)
Peabody Flick Vocabulary Exam (PPVT-iv)
The Word Examination two
Subtest on the Comprehensive Evaluation of Linguistic communication Fundamentals (CELF-4)
Subtests of the Comprehensive Cess of Spoken Language (CASL)
Subtests of the Oral and Written Linguistic communication Scales: OWLS

Get more data on these and other tests here.

The National Reading Panel on the Role of Vocabulary Reading Instruction

What the National Reading Console Says About the Role of Vocabulary in Reading Instruction (Reprinted from National Reading Panel, 2000, p. 4-4) and recommendations for dyslexics:

In that location is a need for direct instruction of vocabulary items required for a specific text. This is an essential adaptation for people with dyslexia.
Repetition and multiple exposures to vocabulary items are important. Students should exist given items that will be likely to appear in many contexts. Considering dyslexics are less likely to have exposure to vocabulary from reading, making sure that they have repeated exposure to content and vocabulary words through oral language and listening is important.
Learning in rich contexts is valuable for vocabulary learning. Vocabulary words should be those that the learner will detect useful in many contexts. When vocabulary items are derived from content learning materials, the learner will be ameliorate equipped to deal with specific reading thing in content areas. All readers benefit from experiential learning of vocabulary in multiple contexts. Once again, it is critical that dyslexics have admission to the content through auditory channels (e.yard., reading aloud, books on tape, print-to-spoken communication software).
Vocabulary tasks should be restructured as necessary. Information technology is important to be certain that students fully understand what is asked of them in the context of reading, rather than focusing but on the words to exist learned. Restructuring seems to be most constructive for low achieving or at-adventure students. Restructuring is essential for nigh people with dyslexia.
Vocabulary learning is effective when information technology entails agile date in learning tasks. Vocabulary educational activity should include all channels for the dyslexic – auditory, visual, kinesthetic and must be taught with frequency (i.e., repetitions) in multiple contexts.
Computer technology can be used finer to assistance teach vocabulary. Encounter computer programs below.
Vocabulary can exist acquired through incidental learning. Much of a student's vocabulary will have to be learned in the course of doing things other than explicit vocabulary learning. Repetition, richness of context, and motivation may too add to the efficacy of incidental learning of vocabulary. As noted above, the dyslexic needs multiple exposures in multiple contexts.

Dependence on a unmarried vocabulary educational activity method volition not effect in optimal learning. A multifariousness of methods was used effectively with emphasis on multimedia aspects of learning, richness of context in which words are to exist learned, and the number of exposures to words that learners receive.

All-time Practices for Learning Vocabulary

Yous can incorporate both incidental teaching and explicit educational activity of vocabulary into every lesson or activeness you do with students. Research is clear regarding instruction that will all-time develop large, useful vocabularies. The suggestions below depict oral language experiences that can be used at dwelling and too at school to increase vocabulary.

Ensure repeated exposure to vocabulary in different contexts. This increases word learning (Armbruster & Osborn, 2001). Creating multiple exposures to words (inquiry tells united states of america that students demand to encounter a word at least 12 times or more) will allow students to increase their familiarity with the give-and-take and aid in comprehension of it.
One caveat to learning new vocabulary is accurately pronouncing and spelling novel words. Teaching vocabulary should exist paired with phonics and phonological processing activities. In detail, it is helpful to teach students to hear every audio in the discussion (through segmenting and blending tasks) and how to recognize syllable types to pronounce a novel give-and-take. Read more on phonemic sensation.
Play games such as Outburst Jr., Catch Phrase, Password, Taboo, Upwords, Mad Gab, and category carte games which reinforce newly learned vocabulary.
- The following games are suggested for spelling, which will teach words that then get new vocabulary:
- Boggle, Scrabble, Jargon, Unjumble: Stellar Speller from Discovery Toys, Word Flip from Discovery Toys, cross word puzzles, give-and-take scrambles, and word searches. Run across below for web pages associated with word puzzles.
- Play Jeopardy with categories/definitions/quotes from a given chapter.
- Play Wheel of Fortune using the words and sentences containing vocabulary words that the students created.
- Play a variation of Operator: one student draws a vocabulary word out of a chapeau, generates a sentence with it, and whispers it to the adjacent student. The concluding student in the group writes downward the sentence (focusing on good spelling) and gives the judgement to the student who generated the judgement. Peers may help each other edit the spelling or use of the discussion in the sentence. Ask students to categorize the words past meaning, number of syllables, or initial phoneme.
Utilize index or wink cards. Repetition is a key strategy to learning vocabulary. These cards should comprise: the word, its definition, its employ in a sentence, as well every bit antonyms, synonyms, and roots.
Encourage the apply of prior knowledge, predictions almost meaning, and refinements based on context to learn new words and read strategically (Baumann & Kame`ennui, 1991). An engaging way to do this in a group setting is to give each student a term and sample judgement or a definition of the term on a large bill of fare. Your students will have to infer the meaning from the sample sentences and will effort to detect the person with corresponding terms and definitions and stand by her. And so y'all tin have the students adapt whatsoever mismatches by looking up each term in the glossary or an electronic speller.
Discuss words and word meanings daily equally they are encountered in texts, instruction, and conversation. Some students can connect a word with its referents in i or two exposures – a procedure known as fast-mapping. Other students many need multiple exposures (Dollaghan, 1985).
Accept students name common objects and utilize words to draw their shape and basic characteristics. This is thought to activate the student'south semantic representation via the expressive link. Every bit more data is recalled about a moving-picture show or a form thus stimulating word form representation, naming becomes easier ( Hoover & Storkel, 2005).
Ask students to proper name words in a category or observe words in a category to increase concept knowledge (Honig, Diamond, & Gutlon, 2000).
Script activities effectually a book or picture to engage students and enhance oral communication, in the areas of increased vocabulary and sentence length (Jordan, Snow & Porche, 2000; Richgels, 2004).
Give examples of discussion usage in a diverseness of contexts along with the word definition to increase students' understandings (National Reading Panel, 2000).
Utilize rhyme because how a new word relates to existing words (neighborhood density) positively influences the speed of learning a new give-and-take (Hoover & Storkel, 2005).
Take students act out sentences with adverbs ( e.grand., Stand upward quickly. Look at me angrily. Hum merrily.) which promotes active appointment with vocabulary learning (National Reading Console, 2000).
Give your students the opportunity to produce a poem, song, or rap about an element on the Periodic Tabular array and record or perform it.
Observe the common spelling and pronunciation patterns. Students can be taught to be word detectives searching for common features among related words (Cunningham & Stanovich, 1998).
Teach students to read and cover unfamiliar words by using root words, synonyms, antonyms, word origins, and derivations. This can assistance institute the extremes of a word's meaning. Knowledge of discussion parts is particularly useful when in a setting without access to a dictionary (Powell, 1986). Directly teaching word parts – affixes, base words, and give-and-take roots – greatly enhances vocabulary given that threescore% of all English language words have Latin or Greek origins (Armbruster & Osborn, 2001). Encounter this listing of common affixes (prefixes and suffixes) with meanings and examples.
Read books aloud. This is an excellent way to focus on the rich and descriptive linguistic communication. It's not surprising that reading aloud has been institute to increase the vocabularies of students from preschool through the elementary grades (Dickinson & Smith, 1994; Penno, Wilkinson, & Moore, 2002; Robbins & Ehri, 1994; Stahl, Richek, & Vandevier, 1991).
Explicitly teach specific words and word-learning strategies. Research indicates that the intentional, explicit teaching of vocabulary can add words to students' repertoires (see Tomeson & Aarnoutse, 1998; White et al., 1990) and improve reading comprehension (see McKeown, Beck, Omanson, & Pople, 1985; Stahl & Fairbanks, 1986). Intentional, explicit teaching of specific word meanings and of word-learning strategies is especially of import for those students who have not developed the decoding and comprehension skills necessary for wide reading (National Reading Panel, 2000).
Compare and contrast two terms, such as annelida and mollusca (two animal phylums).
Ask your students to write a alphabetic character to the editor or an elected official, petitioning for a change in their community or state. Each letter must have a minimum of 8 descriptive words and 5 active verbs. Show a alphabetic character to the editor every bit an example.
Color code words in a textbook or novel using a highlighter. Assign a colour to adjectives, adverbs, and conjunctions. Once the highlighting is completed, ask your students to comprise two new adjectives, adverbs, and conjunctions into their written summary of what they read.

How to Teach Students to Acquire Vocabulary on their Own

You lot've heard the old aphorism, "Give a man a fish; you have fed him for today. Teach a man to fish; and yous have fed him for a lifetime." While pre-teaching, active learning, and multiple exposures to vocabulary are essential to a pupil with dyslexia, it is not viable or sustainable to exercise this across the curriculum and keep upwards with pace of the classroom. Therefore, one of the most strategic uses of your fourth dimension is to help your students learn how to larn vocabulary. Here are some ways to do only that:

Develop your students' meta-cognitive skills for becoming word detectives. When they encounter an unfamiliar word, teach your students to use background knowledge, morphology, and the clues in the sentence to infer the meaning.
Teach cocky-advocacy skills to inquire for description when an unfamiliar term is used in classroom directions or lectures.
Explicitly teach students to navigate their textbooks including the glossary, index, headings, subtitles, captions, tables, boldface words, review questions, etc. Show your students how to preview key words before reading and to look up their meanings.
Create personal dictionaries (this can be done electronically or with skilful old-fashioned notebooks). Each novel word should be recorded and the student should infer the meaning from the context and then wait it up in the glossary, dictionary, or electronic dictionary to encounter if she was correct. Each week, the student should select 10 of these new words to incorporate into her writing for that affiliate.
Requite your students electronic talking dictionaries to use. They will not struggle so much to look upwardly the words and will be more apt to use them. These dictionaries volition help your students accurately pronounce the words as well. Earphones can exist plugged into these and so that they are not disruptive to the rest of the form.
Teach your students to go straight for the thesaurus when they're looking for a word. It will be probable be faster if they use an electronic thesaurus such as the ones here. (This volition assist them to pronounce the word as well.)
Place posters around your classroom that help to aggrandize vocabulary. Visual representations will brand targeted vocabulary more salient.
Garner your students' interest through electronic tools.
Find costless flashcards and pronunciations for common SAT/Act words.

By developing your students' vocabulary, you take not only gear up upward your students for success in schoolhouse, you take given them the tools they need to become lifelong learners of words--philologists in the making! You have invested in them so that they can reap the dividends of a robust semantic repertoire in every arena of life.

Vocabulary Calculator Programs

The National Reading Panel (2000) cited computer technology as a promising technique for increasing vocabulary. The programs listed hither provide opportunities to become familiar with words past drilling and practicing with them. This will help students with reading fluency and comprehension, but may not necessarily acquit over to their expressive language utilise. The following are some programs that can back up vocabulary learning.

Flashcard Stash

Teachers can sign up for a free account and create word lists to support written text. With a click of a button, students can access dictionary information and create wink cards for review.

Lexipedia

This is a multi-lingual visual dictionary that creates a discussion web and defines words based on parts of speech.

Lingro

Lingro is a very helpful tool that turns all the words in any website or digital text into a clickable dictionary and translates text into 12 different languages.

Discovery Education Puzzlemaker

Generate your own word puzzles, crosswords, and cryptograms from your own personalized list of words. Discovery Education Puzzlemaker is a not bad resource for extra activities to solidify newly learned vocabulary.

Merriam-Webster's Visual Dictionary

Merriam-Webster'south Visual Dictionary

This tool uses photographs of words in the existent earth to aid you lot visually explore them.

RhymeZone

RhymeZone is a simple website that will generate a listing of rhyming words, sorted by number of syllables, for any word. Users may also await upwardly definitions, synonyms, and more.

SnappyWords

This online interactive English language dictionary and thesaurus helps you find the meanings of words and draw connections to associated words.

TagGalaxy

TagGalaxy creates a 3D orbiting milky way of words and their associations. Click on any word to movement it to the eye of the galaxy, and so click again and watch the globe populate with images from Flickr.

Visual Thesaurus

Copy and paste text into the box and this tool generates a word cloud to identify the cardinal vocabulary. Yous can sort words by content area.

Visuwords

Visuwords is a dictionary and a thesaurus that's a great resources for writers! It allows the user to look up words to find their meanings and associations with other words and concepts. The user tin can produce word diagrams to encounter how words associate.

WordSift

Place text into a box and then press "sift" to create a word deject in which well-nigh frequently used words appear larger in size.

References

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Baumann, J. F., Edwards, Eastward. C., Boland, E. M., Olejnik, S., & Kame'enui, Due east. (2003). Vocabulary tricks: Furnishings of instruction in morphology and context on fifth-course students' ability to derive and infer word meanings. American Educational Research Journal, forty(two), 447-494.

Beck et al. (2002) In Pikulski and Templeton 2004, Education and Developing Vocabulary: Central to Long-Term Reading Success, Houghton Mifflin Visitor.

Dollaghan, C. (1985). Child meets word: "Fast-mapping" in preschool children. Journal of Speech and Hearing Research

Dickinson, D. Chiliad., & Smith, Yard. Due west. (1994). Long-term furnishings of preschool teachers' book readings on low-income children's vocabulary and story comprehension. Reading Enquiry Quarterly, 29, 104-122.

Graves, M. F., Juel, C., & Graves, B. B. (2004). Teaching reading in the 21st century (3rd ed.). Boston: Allyn & Salary.

Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million discussion gap by age iii. American Educator, 22, 4-ix.

Herman, P. A., Anderson, R. C., Pearson, P. D., & Nagy, W. E. (1987). Incidental acquisition of discussion meanings from expositions with varied text features. Reading Enquiry Quarterly, 23, 263-284.

Honig, B., Diamond, Fifty., & Gutlohn, L. (2000). Educational activity reading sourcebook for kindergarten through 8th course. Novato, CA: Arena Press.

Hoover, J.R., & Storkel, H.L., (2005). Understanding word learning by preschool children: Insights from multiple tasks, stimulus characteristics, and error assay. Perspectives on Language Learning and Education, 12(3), 8-12.

Kamil, One thousand. 50., & Hiebert Due east. H. (2004). The teaching and learning of vocabulary: Perspectives and persistent issues.

McKeown, M. 1000., Beck, I. L., Omanson, R. C., & Pople, Yard. T. (1985). Some furnishings of the nature and frequency of vocabulary instruction on the knowledge and utilize of words. Reading Research Quarterly, 20, 522-535.

National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read. Washington, D.C.: National Establish of Kid Wellness and Human being Development.

Nagy, W. E., & Anderson, R. C. (1984). How many words are there in printed school English language? Reading Research Quarterly, 19, 304-330.

Nagy, W. E., Anderson, R. C., & Herman, P. A. (1987). Learning discussion meanings from context during normal reading. American Educational Research Periodical, 24, 237-270.

Pikulski, J.J. and Templeton, Southward 2004, Teaching and Developing Vocabulary: Key to Long-Term Reading Success, Houghton Mifflin Company.

Pikulski, J.J., and Chard, D.J. (2003). Fluency: Bridge from decoding to reading comprehension. Boston, MA: Houghton Mifflin Company.

Stahl, Southward. A. (1999). Vocabulary development. Cambridge, MA: Brookline Books.

Stahl, Due south. A., & Fairbanks, M. M. (1986). The effects of vocabulary education: A model-based meta-assay. Review of Educational Research, 56, 72-110.

Stanovich, Grand. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.

Snow, C., Barnes, W. S., Chandler, J., Goodman, I. F., & Hemphill, L. (2000). Unfilled expectations: Dwelling house and school influences on literacy. Cambridge, MA: Harvard Academy Press.

Tomeson, Chiliad., & Aarnoutse, C. (1998). Effects of an instructional programme for deriving word meanings. Educational Studies, 24, 107-128.

Rand Reading Study Grouping. (2002). Reading for understanding: Towards an R&D program in reading comprehension. http://world wide web.rand.org/pubs/monograph_reports/MR1465.html

White, T. K., Graves, M. F., & Slater, W. H. (1990). Growth of reading vocabulary in diverse elementary schools: Decoding and word meaning. Journal of Educational Psychology, 82, 281-290.