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To read, a reader must know words. To read better; a reader must learn more won&. Although this relationship appears axiomatic, the acqukition of full conceptual knowledge of words is a deceptively complex process. This article summarizes jive theories that have been set forth to explain the relationship between word knowledgeand comprehension of text in LI. In addition, an overview of recent research that has demonstrated this relationship is presented. From these two sources, LI researchers have begun to identifv the chamcteristics of effective vocabulary instruction. This article synthesizes these findings and explores possible implications for L2 researchers and practitioners. Finally, two classroom applications of the knowedge hypothesis are delineated. IntroductionFor the beginning foreign-language student, vocabulary acquisition is not a major problem. Typically, textbooks introduce new vocabulary either with iliustrations depicting the concept or through the more traditional listing of new words accompanied by the English equivalents. Words are generally pronounced by the teacher and repeated by the students. As such, students begin to acquire a listening and speaking vocabulary

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The goal of the Accelerated Schools Project is to provide powerful learningexperiences for all children. Because teachers are sometimes reluctant to embracenew practices, this study investigated the effects of a yearlong project designed tobring powerful learning to the forefront in two urban accelerated schools. Theinterventions were Powerful Learning Partners, Powerful Learning Seminars,and a teacher-constructed checklist. Outcome measures were self-reported listingsof strengths and challenges, self-assessments, and essays about powerful learning.Results indicate that partners and seminars can increase accelerated practices.Inflated self-assessment scores suggest that teachers are not fully aware ofconstructivist learning principles and accelerated practices.