Building Word Knowledge

Direct vocabulary instruction has been recommended as one critical component of reading instruction. Although most students in the elementary grades need to continue building their vocabulary knowledge, students with reading difficulties are at the most risk of falling further behind each year in vocabulary and concept knowledge without effective instruction. This study examined the amount and type of direct vocabulary instruction available for students with reading difficulties during core classroom reading instruction and supplemental reading interventions. Fourteen second-grade classroom and reading intervention teachers serving students with reading difficulties in three elementary schools in three states participated in the study. Results suggested about 8% of core classroom reading instruction was devoted to direct vocabulary instruction with a focus on word definitions and providing examples of word meaning. Minimal amounts of direct vocabulary instruction were noted in supplemental reading interventions. Thus, students with reading difficulties had limited opportunities through core reading instruction and supplemental reading interventions to receive research-based, effective vocabulary instruction.