Specifies some of the different word learning tasks students face, describes different levels of word knowledge, notes three types of costs involved in instruction, and discusses the costs and benefits of some specific methods of vocabulary instruction. (HOD)

Concludes that direct teaching of vocabulary by forming networks between students' existing schemata and the new words was more effective than dictionary work or context study. (HOD)

Compares the effectiveness of a traditional vocabulary instruction unit with an alternative unit which applied the concepts of procedural and conditional knowledge to secondary students' word learning. Discusses key characteristics that made the alternative unit successful. (SR)