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However, as Anderson and Freebody (1981) noted, one of the most consistent findings in L1 reading research has been the high correlation between vocabulary and reading comprehension.
A review of the literature on effective practices for teaching vocabulary to ELLs revealed the learning predicament faced by these students, the need for continued attention toward vocabulary development, the importance of vocabulary breadth and depth, strategies for teaching vocabulary, and the important link between vocabulary and reading comprehension.
The difference in the percentages of fifth grade European Americans and Hispanic students who were in the low initial overall vocabulary and reading comprehension in the experimental and non-specific treatment conditions was statistically significant ([X.