The frequency with which particular words are used in a text can tell us something meaningful both about that text and also about its author because their choice of words is seldom random. Focusing on the most frequent lexical items of a number of generated word frequency lists can help us to determine whether all the texts are written by the same author. Alternatively, they might wish to determine whether the most frequent words of a given text (captured by its word frequency list) are suggestive of potentially meaningful patterns that could have been overlooked had the text been read manually. This edited collection brings together cutting-edge research written by leading experts in the field on the construction of word-lists for the analysis of both frequency and keyword usage. Taken together, these papers provide a comprehensive and up-to-date survey of the most exciting research being conducted in this subject.

"The most common words for teaching reading, writing, and spelling."--Page 4 of cover.

NATIONAL BESTSELLER • For anyone who wants to learn a foreign language, this is the method that will finally make the words stick. “A brilliant and thoroughly modern guide to learning new languages.”—Gary Marcus, cognitive psychologist and author of the New York Times bestseller Guitar Zero At thirty years old, Gabriel Wyner speaks six languages fluently. He didn’t learn them in school—who does? Rather, he learned them in the past few years, working on his own and practicing on the subway, using simple techniques and free online resources—and here he wants to show others what he’s discovered. Starting with pronunciation, you’ll learn how to rewire your ears and turn foreign sounds into familiar sounds. You’ll retrain your tongue to produce those sounds accurately, using tricks from opera singers and actors. Next, you’ll begin to tackle words, and connect sounds and spellings to imagery rather than translations, which will enable you to think in a foreign language. And with the help of sophisticated spaced-repetition techniques, you’ll be able to memorize hundreds of words a month in minutes every day. This is brain hacking at its most exciting, taking what we know about neuroscience and linguistics and using it to create the most efficient and enjoyable way to learn a foreign language in the spare minutes of your day.

Word lists lie at the heart of good vocabulary course design, the development of graded materials for extensive listening and extensive reading, research on vocabulary load, and vocabulary test development. This book has been written for vocabulary researchers and curriculum designers to describe the factors they need to consider when they create frequency-based word lists. These include the purpose for which the word list is to be used, the design of the corpus from which the list will be made, the unit of counting, and what should and should not be counted as words. The book draws on research to show the current state of knowledge of these factors and provides very practical guidelines for making word lists for language teaching and testing. The writer is well known for his work in the teaching and learning of vocabulary and in the creation of word lists and vocabulary size tests based on word lists.

A pocket-size word list, with definitions and examples of use in sentences, for those planning to take college entrance examinations, achievement tests, or other competitive or qualifying examinations.

The frequency with which particular words are used in a text can tell us something meaningful both about that text and also about its author because their choice of words is seldom random. Focusing on the most frequent lexical items of a number of generated word frequency lists can help us to determine whether all the texts are written by the same author. Alternatively, they might wish to determine whether the most frequent words of a given text (captured by its word frequency list) are suggestive of potentially meaningful patterns that could have been overlooked had the text been read manually. This edited collection brings together cutting-edge research written by leading experts in the field on the construction of word-lists for the analysis of both frequency and keyword usage. Taken together, these papers provide a comprehensive and up-to-date survey of the most exciting research being conducted in this subject.

Hundreds of thousands of teachers have used this highly practical guide to help K–12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create engaging learning activities that promote both word knowledge and reading comprehension. The authors are trusted experts who draw on extensive experience in diverse classrooms and schools. Sample lessons and vignettes, children's literature suggestions, "Your Turn" learning activities, and a Study Guide for teachers enhance the book's utility as a classroom resource, professional development tool, or course text. The Study Guide can also be downloaded and printed for ease of use (www.guilford.com/beck-studyguide). New to This Edition *Reflects over a decade of advances in research-based vocabulary instruction. *Chapters on vocabulary and writing; assessment; and differentiating instruction for struggling readers and English language learners, including coverage of response to intervention (RTI). *Expanded discussions of content-area vocabulary and multiple-meaning words. *Many additional examples showing what robust instruction looks like in action. *Appendix with a useful menu of instructional activities. See also the authors' Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples, which includes specific instructional sequences for different grade ranges, as well as Making Sense of Phonics, Second Edition: The Hows and Whys, by Isabel L. Beck and Mark E. Beck, an invaluable resource for K–3.