Building Word Knowledge: Opportunities for Direct Vocabulary Instruction in General Education for Students With Reading Difficulties

Abstract

Direct vocabulary instruction is 1 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 greatest 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 2nd-grade classroom and reading intervention teachers serving students with reading difficulties in 3 elementary schools in 3 states participated in the study. Results suggested that 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 occurred 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.

Acknowledgments

This research was supported by a grant from the Florida State University Council on Research and Creativity. Special thanks to Dr. Elizabeth Swanson for her assistance in coding the data for this study. The author would also like to thank Dr. Michael Coyne for his expert feedback on earlier versions of this article.

Notes

Note. BS = bachelor of science; MA = master of arts; MS = master of science; BA = bachelor of arts; C = classroom; I = intervention.