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| List of illustrations | |
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| Series editors' preface | |
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| Acknowledgements | |
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| Introduction | |
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| Setting the stage | |
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| My basic philosophy about vocabulary | |
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| Guiding questions | |
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| The Three Realities of Vocabulary | |
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| The Vocabulary Project (choosing an instructional setting) | |
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| Identifying an instructional setting and texts | |
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| The vocabulary of vocabulary | |
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| Problem | |
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| Intervention and theory | |
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| Vocabulary terminology | |
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| Terms to discuss the form-based concepts of vocabulary | |
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| Terms to discuss vocabulary levels of form-based word families | |
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| Terms to discuss spelling, pronunciation, and word-meaning issues | |
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| Terms to describe relationships between words and their neighbors | |
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| Multiword items | |
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| Concordancing | |
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| Summary | |
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| Vocabulary Project (text scanning) | |
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| Core vocabulary | |
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| Problem | |
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| Intervention and theory | |
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| Challenges in determining a core vocabulary of English | |
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| Challenge 1 (multiple word meanings) | |
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| Challenge 2 (multiword issues) | |
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| Challenge 3 (spoken vs. written) | |
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| Challenge 4 (core size is arbitrary) | |
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| Challenge 5 (core lists become dated) | |
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| The stable and unstable cores of the English lexicon | |
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| The stable core | |
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| The unstable core | |
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| Common Core List of English vocabulary | |
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| Appendix D, Sublist A (function words) | |
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| Appendix D, Sublist A (content words) | |
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| Appendix D, Sublists B and C (content words) | |
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| New words appearing in Sublist A (all 64 words) | |
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| Examples of the 177 new words appearing in Sublist B | |
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| Examples of the 395 new words appearing in Sublist C | |
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| Chapter summary | |
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| A new Academic Vocabulary List | |
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| Vocabulary Project (downloading analysis tools) | |
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| Register-specific vocabulary | |
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| Problem | |
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| Intervention and theory | |
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| Register-specific vocabulary | |
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| Understanding registers | |
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| Case study of register-specific vocabulary | |
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| Why do I care so much about register? Why should you care? | |
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| Vocabulary Project (creating a vocabulary inventory) | |
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| The tasks of vocabulary learning | |
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| Problem | |
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| Intervention and theory | |
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| Relationships between known and unknown vocabulary | |
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| The relationship between spoken and written vocabulary knowledge | |
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| Academic reading and vocabulary knowledge | |
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| The BICS and CALP distinction | |
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| The fourth-grade slump and its correlates | |
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| A word on self-selected reading materials | |
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| Types of contexts for potential word learning | |
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| Vocabulary knowledge in "learning to read" and "reading to learn" | |
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| Breadth and depth of vocabulary knowledge | |
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| So what is a teacher to do? "To teach, or not to teach: that is the question" | |
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| Vocabulary Project (learning about vocabulary tools) | |
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| Building vocabulary knowledge | |
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| Problem | |
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| Intervention and theory | |
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| The "big picture" with vocabulary teaching | |
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| Designing a vocabulary-centered curriculum | |
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| Identifying important vocabulary | |
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| Theme-based instruction | |
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| Integrated skills | |
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| Leveled reading materials | |
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| Section conclusion | |
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| Direct vocabulary instruction | |
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| Conceptualization | |
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| Form and meaning practice | |
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| Flashcards | |
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| Concordancing programs | |
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| Context-based word-learning strategies | |
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| Dictionary definition training | |
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| Morphological awareness raising | |
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| Collocation training | |
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| Final thoughts | |
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| Vocabulary Project (creating personalized vocabulary tools) | |
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| Conclusions | |
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| Task Commentaries | |
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| Appendices | |
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| Dolch-Fry Sight Words | |
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| Phrasal verb frequency counts | |
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| New word lemmas impacting American English | |
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| Common Core List | |
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| Online resources for learning high-frequency vocabulary | |
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| Sample compound words | |
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| Frequent hyphenated words | |
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| Screenshot from COCA (collocate queries) | |
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| Glossary | |
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| Annotated further reading (books) | |
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| References | |
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| Index | |