“…There is ample evidence that direct vocabulary instruction with school age children results in increases in semantic knowledge of words (Apthorp, 2006;Apthorp et al, 2012;Biemiller & Boote, 2006;Lawrence, Capotosto, Branum-Martin, White, & Snow, 2012;Lesaux, Kieffer, Kelley, & Harris, 2014;Loftus, Coyne, McCoach, Zipoli, & Pullen, 2010;Lovelace & Stewart, 2009;McKeown & Beck, 2014;McKeown et al, 1985;Pullen, Tuckwiller, Konold, Maynard, & Coyne, 2010;Zipoli, Coyne, & McCoach, 2011). In particular, the following characteristics of instruction have been identified as resulting in greater gains in word knowledge: providing examples of the word's use in multiple contexts (Biemiller & Boote, 2006;Bolger, Balass, Landen, & Perfetti, 2008;McKeown et al, 1985), multiple exposures to the word (Biemiller & Boote, 2006;McKeown et al, 1985), activities that require greater depth of processing about the word meaning (Beck et al, 1987;McKeown & Beck, 2014;Zipoli et al, 2011), and extension activities outside the classroom (McKeown et al, 1985).…”