Abstract
The English lexicon is large, the size of students' vocabulary is consequential for learning, and time in classrooms is short. Educators are confronted with the question: Which of the many words in English should be taught. This review builds on and extends Nagy and Hiebert’s (2011) framework for selection of words for direct instruction. In particular, the review draws on research that has been aided by access to extensive corpora of text and large-scale databases where words are tagged for features such as age of acquisition. Four topics are addressed: (a) the size of the lexicon of school texts, (b) features of words that influence the acquisition of word meaning, (c) findings of interventions that provide insight into vocabulary acquisition, and (d) questions that remain unanswered.
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