Vocabulary instruction failing U.S. students

Vocabulary instruction in the early years is not challenging enough to prepare students for long-term reading comprehension, argues a study led by a Michigan State University education researcher.

The study found that, generally, the programs do not teach enough vocabulary words; the words aren’t challenging enough; and not enough focus is given to make sure students understand the meaning of the words.

“Vocabulary instruction does not seem to have an important enough role in the curricula given how substantial it is for kids’ long-term academic success,” said Tanya Wright, MSU assistant professor of teacher education and lead researcher on the study.

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