It is well-established that vocabulary is the strongest predictor of reading comprehension from grades 2 or 3 on. In this article, I argue (a) that English vocabulary is acquired in a similar sequence by native-English speakers and English-language learners; and (b) that it is possible to identify words that both lower-vocabulary English-speakers and English-language learners need to acquire. At least one published listing of these needed word meanings is available. (Contains 1 figure, 2 tables and 2 notes.)