A yearlong formative experiment explored the impact of a comprehensive vocabulary instruction program in a diverse, fifth‐grade classroom. The classroom teacher and two university collaborators provided rich language experiences taught individual words taught word‐learning strategies promoted word conscientiousness Results revealed that students' vocabulary grew across the academic year and that they identified and used more challenging words, developed an interest in and positive attitude toward vocabulary, and applied vocabulary strategies independently. Instructional procedures are provided for each component.

No abstract