The strong relationship between knowledge of vocabulary and reading achievement leads to the conclusion that knowing the meaning of words in a passage enables the reader to answer questions about the passage. The goal of vocabulary instruction is the acquisition of the concepts represented by words as well as the ability to recognize and analyze words. To teach vocabulary effectively, the instructor must recognize that the vocabulary of a mature language user consists of three tiers: (1) high frequency, very basic words, (2) extremely low frequency words, and (3) frequently encountered words connoting a mature literacy level. Vocabulary instruction should be concerned with this third tier of words, and strategies should involve relatively easy-to-plan lessons, quickly developed materials, and results that justify the time spent both in and out of class. Typical activities include giving students examples of the word, using the word in meaningful sentence contexts, giving synonyms and antonyms for the word, and using the word in analogies. Techniques such as semantic mapping or webbing provide a means for students to visualize the association among words. An additional concept-extending strategy involves having students look outside of the classroom for words they are studying. In designing a vocabulary curriculum, teachers should keep in mind the importance of promoting interest and independence in vocabulary development. (NKA)