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A vocabulary (also known as a lexicon) is a set of words, typically the set in a language or the set known to an individual. The word vocabulary originated from the Latin vocabulum, meaning "a word, name". It forms an essential component of language and communication, helping convey thoughts, ideas, emotions, and information.
Engels was, in particular, critical of the limited vocabulary chosen by West (1953), and while he concurred that the first 1,000 words of the GSL were good selections based on their high frequency and wide range, he was of the opinion that the words beyond the first 1,000 of the GSL could not be considered general service words because the ...
Reading comprehension and vocabulary are inextricably linked together. The ability to decode or identify and pronounce words is self-evidently important, but knowing what the words mean has a major and direct effect on knowing what any specific passage means while skimming a reading material.
The Dale–Chall readability formula is a readability test that provides a numeric gauge of the comprehension difficulty that readers come upon when reading a text. It uses a list of 3000 words that groups of fourth-grade American students could reliably understand, considering any word not on that list to be difficult.
Language change happens at all levels from the phonological level to the levels of vocabulary, morphology, syntax, and discourse. Even though language change is often initially evaluated negatively by speakers of the language who often consider changes to be "decay" or a sign of slipping norms of language usage, it is natural and inevitable.
These lists of words are still assigned for memorization in elementary schools in America and elsewhere. Although most of the 220 Dolch words are phonetic, children are sometimes told that they can't be "sounded out" using common sound-to-letter phonics patterns and have to be learned by sight; hence the alternative term, "sight word".
It is the standard grading scale for language proficiency in the United States's federal-level service. It was originally developed by the Interagency Language Roundtable (ILR), which included representatives of the U.S. Foreign Service Institute , based at the National Foreign Affairs Training Center (NFATC).
Vocabulary development during the school years builds upon what the child already knows, and the child uses this knowledge to broaden their vocabulary. Once children have gained a level of vocabulary knowledge, new words are learned through explanations using familiar, or "old" words.
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