Abstract
In a replication study, the researcher investigated the effects of a 4-week vocabulary intervention in which he and a teacher used direct instruction to teach 16 multiple-meaning words to three hard of hearing students in a fifth-grade classroom who read at low levels. The vocabulary intervention was adopted from a study by Alqraini and Paul (2020) in which multiple-meaning words were taught to students with profound hearing loss in Saudi Arabia. In the present study, a single-subject experimental design was used to implement the vocabulary intervention. It was found that the students' performance in word recognition and comprehension improved after the intervention. However, the three students showed different levels of improvement.
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