This paper discusses the difficulty students often face when many new words are simultaneously introduced in a text. It suggests teachers may address this difficulty in a number of ways, including the following: writing to a publisher to suggest improvements; providing lists of new words to students before reading selections; and focusing on context clues. In addition, a teacher should also ensure that the students work to sound out new words, focusing on phonics. The paper advises that textbooks should be chosen based on how words are introduced; it suggests that new words should be introduced gradually instead of simultaneously, and sentences should first be simple and eventually become more complicated as a textbook progresses. (PM)