The reading ladder

Derived from the material itself and regenerated by check.py, so it follows the course rather than a claim about it. The measure is plain: every word inside an Amadunia sentence in the thirty texts, counted with repeats, against the words the lessons have taught by that point.

After each lesson

Nearly a quarter of everything after one lesson — 23%. That figure has been 23, then 22, then 23 again in three days, printed four lines above a table that is regenerated: it moves whenever a text moves the denominator, and it moved up when text 28 and text 29 were written inside the first eight lessons. The front page had the same number as a quarter, with no figure at all — rounding 22 up by three on the page a reader meets first. Both are computed from this table now. That is the frequency curve doing the work — ten roots carry a third of the corpus, and the first lesson teaches the commonest of them. Half by Lesson 06, three quarters by Lesson 16.

Four lessons leave the figure unchanged: 09, 11, 23 and 26. None of them teaches a new root at all — pronouns, the copula, a review and the two sentence rules are grammar, not vocabulary. Nothing is wrong with any of the four; the measure cannot see what they add.

This list has now changed six times in six days, and no lesson has changed once. Lessons 05 and 17 have been on it and off it repeatedly as the texts moved the denominator underneath them: 05 left when text 28 was written inside the first six lessons, 17 came back the same day with text 29, and 17 left again with text 30, which is written inside the first twelve and so lifts Lesson 17’s row along with the rest. A lesson’s figure on this page is a fact about the corpus as much as about the lesson — the same reason Half by Lesson 06 replaced Lesson 07 above, which had replaced Lesson 08, which had replaced Lesson 07, without any of those lessons being touched. The list is derived and will keep moving; what is worth reading is the four that teach no root, and those four do not move.

The last stretch is steep because it was built that way. Lessons 24 and 25 were written to sweep up the roots that had reached the dictionary without a lesson, so they carry 95% to 100% between them.

When each text opens

A text is listed against the first lesson after which every word in it has been taught.

Din mi is the first thing a learner can read, at Lesson 06 — 30 roots and five adjectives, with no conjunction, no negation, no question word, no copula and no preposition at all. It was written after this table showed that the course taught for nine lessons before it offered anything to read.

Yu mau ke? is the second rung, at Lesson 08 — 37 roots, and a conversation rather than a description: Lesson 07 hands over the question words and almost every line of it is a question or an answer to one.

Sol lai is the third rung, at Lesson 10 — 89 roots, no prepositions, no ini or itu, no verb chain and no porke. It held the bottom of this table until text 28 was written, and it was itself written when the bottom was Lesson 13.

Katab hao is the fourth rung, at Lesson 12 — 21 roots, written for the gap between 10 and 13 and for the rule Lesson 12 grants: an adjective straight after the verb describes the verb.

Story 1 comes next, at Lesson 13 — written at 113 roots against Lessons 1–13, which is why it opens early.

In skola is the sixth rung, at Lesson 16, written for the five lessons between 13 and 18 that had nothing new to read.

Yamur aur ca is the seventh rung, at Lesson 18, and it exists because this page was measured. The first version of this table had story 1 at 13 and then nothing until 24: eleven lessons with no new reading. It was written inside the 147 roots the course has taught by Lesson 18, to put a rung in the middle of that gap, and Sol lai was written for the gap below it.

Kamra mi is the eighth rung, at Lesson 21, written for what was then the largest gap left in this table — six lessons between 18 and 24 with nothing new to read.

Everything else waits for Lesson 24 or 25, because every other text was written at 300 roots. That is a fact about how the texts were made, not about how hard they are: Uan uses 21 roots and Kaifa suru ca uses 19, but each reaches for one word that arrives late.

Knowing every word is not the same as understanding the sentence. A text needs the rules as well, and the two do not have to arrive together — the verb chain does not come until Lesson 17, existence and comparison until 18. Each row is the later of the two, so it is what a reader actually needs.

For twenty-nine of the thirty texts the two halves make no difference: the last word a text needs arrives at or after its last rule, and the widest margin is text 17, which needs nothing after Lesson 15 and waits until 25 for a word.

Text 28 is the one exception, and it is why this page changed. Every word in it is taught by Lesson 04 and it uses possession, which is Lesson 06. Until September 6, 2026 this table held the vocabulary figure alone, with a separate check that no text’s grammar had overrun it — a check that passed because no text ever had. It would have offered text 28 three lessons early. One number, computed from both halves, and check.py requires this page to name any text where they differ.