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Abstract
Twenty-four studies were included in this systematic review of vocabulary research literature. The review corroborates the findings of past studies that several strategies have emerged that increase students' vocabulary knowledge. Findings further reinforce the National Reading Panel's recommendations regarding the context and magnitude of studies needed. Additionally, the analysis of the methodological characteristics of the 24 studies reveals mixed alignment of research methods with standards recommended by educational and research organizations.
Acknowledgments
This research was supported by a grant awarded to Deborah Simmons, William Rupley, and Sharon Vaughn from the Institute of Education Sciences, R305M050121A.