Abstract
A well-developed academic vocabulary is foundational for understanding academic texts used in elementary and secondary classrooms. In-depth word knowledge is critical to understanding the abstract concepts and complex language structures of text. Students with learning disabilities and English language learners both characteristically have limited vocabularies, thus hindering their understanding of academic texts and ultimately their mastery of content material. These students are increasingly placed in general education classrooms, and content area teachers are tasked with developing their academic vocabulary with little training. This article explores the type of in-depth word knowledge (i.e., meaning, word structure, and grammatical placement) students with learning disabilities and English language learners need in order to understand and communicate in the content area classrooms. It also provides specific strategies for classroom implementation.
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