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Abstract
Conducted as a systematic replication of previous work with secondary students (Konopak, 1988a), the purpose of this study was to determine if content textbook selections could be rewritten to enhance elementary students’ comprehension of unfamiliar vocabulary. Elementary social studies textbook selections were presented to high achieving and average achieving fifth grade students in one of two versions. The original version contained a naturally‐occurring yet inconsiderate presentation of technical vocabulary words in context. The rewritten version contained content which was more considerate to the reader with attention made to completeness, explicitness, proximity, and clarity of context clues. Findings indicated that elementary students’ vocabulary learning was enhanced with the revised text version. However, this learning did not appear to be as substantial as that of the secondary students in the previous investigation.
