Abstract
Abstract The present study investigates the question of whether second and fifth grade children already know the meanings of reading vocabulary presented as “new” vocabulary in their basal readers. Students from two midwestern school districts (N=142) were asked to complete a yes/no test and a multiple‐choice test to assess their knowledge of vocabulary presented in their current grade level basal readers as well as their knowledge of vocabulary presented in basal readers 1 and 2 years beyond their grade level. Overall mean scores for both second and fifth grade cohorts were above 75% for grade level words and over 70% for the “new” words which had not yet been presented. Children were found not to perform much better on those words formally taught in basal reading series than on words they had not yet been taught. It is suggested that educators and publishers need to reevaluate the criteria they use to select vocabulary for instruction in basal readers.
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