The Relationship Between Vocabulary and Reading Comprehension in Third Grade Students Who Are English Language Learners and Reading Below Grade Level

Abstract

The purpose of this study was to determine if direct vocabulary instruction would lead to increased reading comprehension in third grade students who were English Language Learners reading below grade level. The measurement tool used in this study was the Fountas and Pinnell Benchmark Assessment System, Third Edition. This study used a pretest and posttest to measure growth in reading comprehension. The growth rate of comprehension was higher in students after they received direct vocabulary instruction. This study utilized a variety of strategies and techniques discovered through a review of literature on vocabulary acquisition. The more words that students know and understand through vocabulary instruction, the more likely they are to comprehend what they have read. There are growing numbers of English Language Learners in classrooms across the country and therefore research focusing on the impact of vocabulary instruction on the reading comprehension of these students should continue. Data gained from this research can be used by educators to support the reading comprehension of English Language Learners in their schools.