It is interesting that Puhalla, like Sedita (2005) and Stahl (1999), confers that vocabulary acquisition can be attributed in part to the read aloud experiences that take place during early childhood.Р”В«ryant, Goodwin, Bryant & Higgins (2003) acknowledge in their article, 'Vocabulary instruction for students with learning disabilities: A review of the research', that the goal of vocabulary instruction is to facilitate students' ability to interact with language situations, primarily in understanding text. Puhalla (2011) writes in her article, 'Enhancing the Vocabulary Knowledge of First-Grade Children With Supplemental Booster Instruction', that instructional methods when utilized in Tier 2 booster sessions proved effective in teaching sophisticated vocabulary for students identified as at-risk for reading failure. In summary, Sedita highlights the benefits of exposing students to new words, having them read a lot, and incorporating new vocabulary into instruction and everyday usage whenever and wherever possible. This meta-analysis of strategies reveals that one teacher cannot teach students all the words they need to learn. Rather, Sedita suggests that vocabulary should be taught both directly and indirectly, using multiple strategies simultaneously and/or consecutively. Educational research has established a strong relationship between vocabulary knowledge and reading comprehension, yet Sedita (2005) cautions that in all this time no one best method for vocabulary instruction is fool-proof. There are four categories of students for whom vocabulary acquisition and instruction are most challenging: students with limited or no knowledge of English, students who do not read outside of school, students with reading or learning disabilities, and students who enter school with limited vocabulary knowledge.

Vocabulary is the glue that holds communication and comprehension together, making them accessible for children. Sedita (2005) published an article entitled: 'Effective Vocabulary Instruction', wherein we are reminded that vocabulary is one of the five core components of reading instruction, the others being phonemic awareness, phonics and word study, fluency, and comprehension. Research suggests that the adoption of one strategy alone is not a best practice, and that multiple modalities of strategic instructional approaches work best in unison. Computer assisted instruction, fluency-building vocabulary activities, mnemonic instructional strategies, and concept enhancement instruction as supporting vocabulary building are currently accepted by educational research findings (Sweeny & Mason, 2011).

This is not to say that vocabulary deficiencies are not found with older students in elementary and middle school, or beyond. Foundational learning takes place in kindergarten through grade two.

The earlier vocabulary strategies for students with learning disabilities (LDs) can be applied, the better.

Ultimate vocabulary 2016