| Summary: | Purpose: This quasi-experimental study investigated the effects of a direct vocabulary intervention program that was implemented in a typical public-school treatment setting with 2 5th graders who were English-language learners with significant language-learning disabilities. Method: The 10-week intervention targeted 10 words from the students' current classroom social studies unit and was characterized by the presentation of simple definitions, use of the target words in context, creation of vocabulary maps, discussion and expansion of word meanings, and written language activities. Results: Improvement was noted on both students' knowledge of the targeted words, and no change was observed on a set of untreated control words. Conclusion: These results lend preliminary support to the effectiveness of the direct vocabulary intervention approach for English-language learners with language-learning disabilities.
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