Science of reading-aligned vocabulary strategies for stronger comprehension

When students understand the meaning of words, they gain access to deeper comprehension and stronger overall literacy. Vocabulary instruction, however, goes far beyond memorizing definitions; it’s about teaching students how words work. Effective instruction aligned with the science of reading blends decoding, morphology, word-learning strategies, intentional vocabulary teaching, implicit attention to word awareness, and using context to build lasting word knowledge.

In this article, we’ll explore evidence-based strategies for strengthening vocabulary instruction across all tiers, ensuring that every student develops the word knowledge they need to read, think, and grow with confidence.

Why vocabulary instruction matters

Building a strong vocabulary is a critical component of learning to read. Scarborough’s Reading Rope is a visual metaphor to illustrate the intertwined skills that support proficient reading, the skills which are part of the larger domains (strands) of Word Recognition and Language Comprehension. The rope highlights vocabulary as part of the language comprehension strand, although the strands are interwoven and deeply connected. As students decode words, they need to have a mental lexicon of vocabulary to attach meaning to those words. That lexicon of vocabulary continues to grow over a lifetime. The more words students know the better equipped they are to ultimately comprehend text. Being able to get the words off the page (Word Recognition) and assign meaning to those words compounds and accelerates their access to content through reading.

Cassandra Novack, regional consultant manager at 95 Percent Group, explains, “In the early years, students encounter words that are familiar and used in everyday language. As texts become more complex, however, the vocabulary also becomes more complex, less familiar, and often more abstract. Teachers need to be intentional with vocabulary instruction and ensure students continue to build on what they know while gaining the tools to understand new words.”

An  essential aspect of the interaction of word recognition and vocabulary that requires explicit instruction is understanding syllable patterns and morphological units. English is a morphophonemic language, meaning its spelling reflects both sound (phonemes) and meaningful units (morphemes). In multisyllabic words, morphemes define meaning and often influence pronunciation. For example, in words like native, national, and nativity, the root nat retains its meaning, but its pronunciation shifts across each word.

Teaching students how syllables and morphemes interact helps them read and understand complex words more accurately, and morphemes provide compounding access to unfamiliar words. As students learn affixes and roots, the number of words for which they can unlock meaning grows exponentially.

Vocabulary instruction for MLLs

Vocabulary instruction plays a pivotal role in supporting multilingual learners (MLLs) as they work toward English fluency. A broad and deep vocabulary is key to building comprehension, which is foundational to academic success across all content areas. As students develop greater fluency, their capacity to learn and apply new knowledge increases.

“Helping English learners expand their vocabulary helps them make connections between English and their first language,” explains Cassandra. “When we explicitly teach word meaning, structure, and context, MLLs can anchor new learning to what they already know. These cross-linguistic connections accelerate understanding.”

One important strategy for teaching English-learning students is to draw on first languages when possible. For example, English shares thousands of cognates with Spanish (family/familia, animal/animal), which can give Spanish-speaking students a helpful entry point into new vocabulary. Explicitly teaching students to recognize and use these connections can make unfamiliar English words more accessible.

What the science of reading says about vocabulary

The science of reading emphasizes how different areas of the brain connect and develop comprehension through instruction. Vocabulary is not simply about memorizing words and their definitions. To increase vocabulary, teachers should approach instruction from two primary angles: implicit and explicit instruction, and expanding students’ knowledge through exposure to new experiences and information.

A strong foundation in word recognition skills is essential because once a reader develops automaticity in this area, they can devote more cognitive resources to strategically absorbing new words and further enhancing their vocabulary.

Cassandra adds, “Teaching something like phonics is finite–there are only so many patterns to cover. On the other hand, vocabulary is a lifelong process. New hobbies, travel, and experiences can significantly expand one’s vocabulary.”

5 characteristics of effective vocabulary instruction

In the past, vocabulary instruction focused heavily on memorizing definitions. While this might help students recall a word for a short time, it rarely leads to deep understanding or long-term retention. True vocabulary growth demands a comprehensive approach that helps students connect words to meaning, context, structure, and use. When vocabulary instruction is intentional, layered with morphology, grounded in context, and supported by active application, students don’t just learn words—they learn how to unlock the meaning of new words on their own.

1. Ensure you have a strong understanding of words

To effectively teach vocabulary, educators need a clear understanding of the three layers of English words:

• Anglo-Saxon: Simple, high-frequency words used in everyday conversation
• Latin: More complex words often tied to academic and literary contexts
• Greek: Specialized words commonly found in science and technical fields

Recognizing these layers helps teachers model word learning, connect unfamiliar terms to known roots, and give students powerful tools for unlocking meaning.

2. Select words intentionally

Explicit, intentional vocabulary instruction begins with selecting the right words to teach. According to the Texas Center for Learning Disabilities, vocabulary terms for instruction should be essential to understanding the main idea of a text, used repeatedly across other domains, and not part of the students’ existing knowledge.

Additionally, when teaching new vocabulary, words can be organized into three groups:

• Group 1: Everyday words students are likely to know (e.g., run, happy)
• Group 2: High-utility words that aren’t typically spoken in casual conversation, but are used widely in academic settings (e.g., analyze, predict)
• Group 3: Domain-specific terms tied to particular disciplines (e.g., photosynthesis, amendment); typically not encountered until upper grades

Explicit instruction should prioritize Group 2 words, particularly in early and general education, while Group 3 words are best introduced more implicitly, within subject-area instruction.

3. Integrate morphology

Embedding morphological instruction helps students decode unfamiliar words and grow their vocabulary over time. In earlier grades, teachers may choose to focus on inflected endings and common affixes. Grade 3 introduces Latin roots to support reading comprehension, and grade 4 and beyond incorporate Greek, combining forms relevant to science and content-area texts.

4. Empower students to use context clues

Students need structured opportunities to learn how to infer word meaning through context. To help them use context, teachers should provide student-friendly definitions, highlight the word in multiple, meaningful contexts, and encourage students to generate their own examples and apply the word through discussion or writing.

5. Promote strategic word solving

As students are becoming proficient decoders, they can be equipped with tools to independently determine meaning when encountering unknown words. These independent word-learning strategies include

• Analyzing word parts
• Using the surrounding words to offer the context for the unknown word
• Hypothesizing meaning based on reasoning
• Using tools such as the dictionary and thesaurus to confirm meaning

This process fosters critical thinking and long-term vocabulary acquisition.

7 Effective vocabulary instruction strategies

Knowing what makes vocabulary instruction effective is just the beginning—now it’s time to bring that knowledge to life. The following strategies are designed to help educators move beyond isolated word lists and rote memorization, empowering students to actively engage with vocabulary in ways that are meaningful, memorable, and developmentally appropriate.

1. Spark word awareness with curiosity

Encourage a love of words through word games, riddles, or “word of the day” challenges. Word consciousness increases motivation to learn and use new vocabulary.

2. Use word gradation activities

Ask students to arrange similar words by intensity (e.g., warm, hot, scorching). This builds nuance and deepens word knowledge through comparison and contrast.

3. Increase exposure through read-alouds

Texts (especially narrative and nonfiction read-alouds) expose students to far richer vocabulary than many standard programs. Hearing new words in meaningful contexts boosts retention.

4. Encourage word use across contexts

Challenge students to use target vocabulary throughout the week in conversations, writing, and classroom discussions. Reinforcement through use increases mastery.

5. Build word webs and semantic maps

Help students visually connect words through meaning and morphology. For example, map out words with the root struct (instruct, construct, destruct, indestructible). Another powerful tool is the Frayer Model, which organizes word learning into four quadrants: definition, characteristics, examples, and non-examples.

6. Make morphemes visible with anchor charts

Create classroom anchor charts for common prefixes, roots, and suffixes. Allow students to add new examples as they discover them in reading.

7. Explore multiple meanings

Teach students to identify and interpret words with multiple meanings (e.g., bat as an animal vs. bat used in sports). This not only strengthens comprehension but also promotes flexible thinking. One engaging method is to use picture cards that depict different meanings of the same word and have students match them.

Integrating vocabulary across tiers

A comprehensive approach to vocabulary ensures that all students receive strong foundational instruction while also providing additional layers of support for those who need it. Here’s how vocabulary instruction can look across the three tiers of instruction.

Tier 1: Core vocabulary instruction for all students

In Tier 1 instruction, all students should be exposed to rich, intentional vocabulary instruction during whole-group and small-group lessons. This includes selecting high-utility Group 2 words from texts, modeling context clue strategies, and embedding morphology across grade levels. The goal at this level is exposure and practice, ensuring every student has access to essential academic vocabulary that supports comprehension across subjects.

In Tier 1 instruction, teachers may introduce new Group 2 vocabulary during a read-aloud, build word webs as a whole-class activity, and use anchor charts to highlight prefixes, suffixes, and roots.

Tier 2: Targeted small-group reinforcement

Some students may need additional time and practice to master vocabulary that was introduced in Tier 1 instruction. In Tier 2, instruction becomes more targeted and intensive, and often occurs in small groups. The focus is reinforcement, helping students strengthen and retain word knowledge through repeated exposure, guided practice, and morphology-based strategies.

During Tier 2 instruction, teachers may revisit words that were taught in Tier 1 but not yet mastered and use morpheme-based games or activities to deepen morphological awareness.

Tier 3: Intensive, individualized support

At Tier 3, vocabulary instruction is highly personalized for students who need additional support with word learning. Instruction is more explicit and scaffolded, with multiple opportunities to practice and apply vocabulary in meaningful ways. The emphasis is on equipping students with strategies they can use independently to tackle unfamiliar words.

Questions to guide your vocabulary planning

These guiding questions can help you evaluate your approach and ensure students are truly developing lasting word knowledge.

• Do students have multiple opportunities to practice and apply new words in reading, writing, and discussion?
• Am I modeling rich vocabulary in my own speech, intentionally choosing precise or advanced words when addressing students?
• Have I planned in advance which target words I’ll emphasize this week, and am I using them often enough for students to notice and adopt them?
• Am I challenging students to actively use new vocabulary in authentic ways (conversations, journals, group work)?
• Do I incorporate fun, interactive word-learning activities (such as word games, semantic maps, or gradation tasks) that make vocabulary engaging?
• Am I creating enough opportunities for all students—including multilingual learners and readers requiring more support—to meaningfully access and practice new vocabulary?
• Do I check for understanding frequently to ensure students aren’t just memorizing, but actually applying word knowledge?

Elevate your vocabulary instruction

To support vocabulary growth, educators need to strengthen their own understanding of word structure and find effective vocabulary classroom tools. 95 Percent Group provides research-aligned resources to strengthen instruction:

• Spellography: A structured spelling curriculum that helps students connect spelling patterns to word meaning and morphology
• Tools 4 Reading collection: Includes instructional supports like sound walls and professional learning resources that build teacher knowledge and classroom clarity
• Sortegories: A web-based platform offering phonics-aligned fluency and vocabulary practice for targeted skill development
• Vocabulary Surge: Designed to deepen students’ understanding of word parts and grow academic vocabulary through active engagement
• Talk2Learn: A Pre-K resource that builds oral language and supports vocabulary growth through daily routines and conversation
• Morphemes for Little Ones: Provides systematic, structured literacy lessons designed to help teachers develop morphological awareness in their K-3 classrooms
• Morpheme Magic: Helps upper elementary students build foundational skills by exploring meaningful word parts

Above all, make vocabulary instruction enjoyable. Use games, word webs, and real-life examples to foster curiosity and connection. When students see vocabulary as a puzzle they can solve, they begin to own their learning—and that’s where growth begins.

Expert Biography

Cassandra is a seasoned education professional with a passion for literacy. Armed with Bachelor’s and Master’s degrees in Education from Washburn University, she has honed her skills across a range of roles, including classroom teacher, instructional coach, and secondary reading specialist. Today, Cassandra shares her expertise as a sought-after literacy consultant, helping districts and schools elevate their instruction and support student success through evidence-based, multi-tiered approaches.

Sources

1. Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing Words to Life : Robust vocabulary instruction. https://ci.nii.ac.jp/ncid/BA58688176