Text Coverage & DCC’s Top 1000

**Updated 2.25.21 with details from this post**

The DCC frequency list is often consulted for choosing which words to use when writing Latin for students. It certainly makes sense to use ones they might encounter over and over again vs. those they might not, but *how* frequent are these frequent words? In particular, I was curious what a student could probably read having acquired the Top 1000 words on DCC’s list. Here’s some quick background…

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The Problem Is Vocab, Not Grammar

This post is not about teaching grammar. This post is about its role in comprehension. Grammar can tell you a word’s function, but what impact does that have if you’re struggling to understand what words mean?! It’s still all about words. In fact, all words contain grammar. If you know what a word means, you’re a little bit closer to acquiring its grammar each time you encounter it. In this post, I use a language I’ve made up for other demonstrations, aptly dubbed Piantagginish, to show how vocab—not grammar—is the real problem regarding comprehension. The pedagogical takeaway is to avoid vocab overload, and shelter vocab whenever possible…

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AP Latin: There’s Bad News…And…Worse News

**Updated 2.25.21 with details from this post**

I ran texts from the AP Latin syllabus through Voyant Tools:

  • 6,300 total words in length
  • 2,800 forms (i.e. aberant + abest = 2)
  • 1,100 meanings/lemmas (i.e. aberant + abest = 1 meaning of “awayness”)*

Based on the research of Paul Nation (2000), 98% of vocabulary must be known in order to just…read…a text. According to Nation’s research, then, Latin students must know about 6,175 words they encounter in the text in order to read the AP syllabus texts. That’s a text written with 1,100 words. To put that into perspective, it’s been reported that students reasonably acquire ~175 Latin words per year, for a total of something more like 750 by the end of four high school years. Needless to say, there’s a low chance that all 750 would be included the Latin on the AP, and that varies from learner to learner. Even if they were, though, 750 is still only 68% of the vocabulary at best. Although this percentage isn’t the same as text coverage since it doesn’t account for how many of the 1,100 words repeat, it’s safe to say that the number isn’t going to be wildly higher. Even approaching 80% text coverage is not good. We know that reading starts to get very cumbersome below 80%. This is just one reason why no student can actually read AP Latin. Oh wait

****Those figures are just for Caesar****

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Read, don’t Translate: Speed Reading

Reading without consciously translating into one’s native language is assumed to be a part of language acquisition, yet is taken for granted and difficult to assess. Through a Speed Reading program, students are encouraged to read chunks of words rather than individual word-for-word-translation. This aligns with how we focus on teaching the most frequent structures rather than isolated word lists. In addition, students find this reading program compelling due to the personal competitive nature.

Take a minute to read the Speed Reading Process (my adaptation of Blaine Ray’s adaptation of Paul Nation’s program).

If you like the idea, all that’s needed to begin is a set of reading passages (perhaps parallel class stories), accompanying document with 10 comprehension questions, and a table showing reading speed per passage. You will need the following files:

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