Studies show that children who have rich and varied experiences with vocabulary instruction have stronger reading comprehension. (Hart & Risley, 1995) found that some children entered school with thousands of hours of language experiences, while other children, were not exposed to this volume of words. Thus, by the end of second grade, there was a 4,000-word gap between the two groups of children, and that comprehension was adversely affected in the group of students with limited language...