Vocabulary knowledge is a crucial component for success in and out of school. For most children, word acquisition hits a plateau in the middle of elementary school, which has a negative impact on their academic achievement. This study evaluated whether the instructional strategy of drawing cartoons improved the vocabulary achievement among 5th grade students. It also examined whether the strategy had an impact on the vocabulary development of economically disadvantaged students. The theoretical foundation of this research came from Vygotsky's zone of proximal development, Dewey's learner-centered environment, and Piaget's constructivism. This quantitative study used a quasi-experimental design of the pretest-posttest control group model with 5th grade children of diverse backgrounds in a school district in the southern United States. Students in the control group learned vocabulary through a traditional method of instruction for 6 weeks, while the treatment group received instruction through an experimental method of drawing cartoons for 6 weeks. A t test was used to measure the differences in the pretest and posttest scores between control and treatment groups. The results showed no significant difference in scores between the treatment and control groups; however, this study's contribution is its careful examination of a strategy aligned with the Common Core State Standards. Teaching vocabulary through different strategies and methods of instruction may promote social change by increasing students' vocabulary and reading skills, thus helping them to be productive in the world regardless of their ethnic and socioeconomic status. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]