Vocabulary Knowledge, Reading Comprehension, and Readability
One of the main reasons teachers are interested in improving students’ vo cabularies is to help make them better readers. In fact, it has been known for a long time that the size of a person’s vocabulary is one of the strongest predictors of how well that person can understand what he or she reads (Anderson & Freebody, 1981; Davis, 1944). This relationship between vo cabulary and comprehension, which is hardly surprising, seems to have an obvious interpretation: Having a big vocabulary makes you a better reader. The instructional implication also seems obvious. If you teach students more words, they will understand text better.