In our concern to improve the quality of reading, we have neglected vocabulary development; in our zeal to teach children to pronounce words, we have neglected teaching them word meanings. Vocabulary can be developed by using all the communication processes: reading, writing, speaking, listening, visualizing, and observing; and vocabulary deserves emphasis throughout elementary and secondary grades. Though language inheritance, background, and competencies are outgrowths of out-of-school factors, attempts must be made to compensate for deficiencies of these sorts when encountered. Because children learn words individually and in relation to personal conceptual systems, vocabulary instruction should be viewed as concept building. Thus the generative potential of words, the commonality of roots, prefixes, and suffixes, and the utility of given words in numerous contexts should be emphasized. Finally, a systematic vocabulary development program involves student mastery of the technical terms and concepts needed for instruction in all subjects. (Author/RD)