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.