This Evidence Based Education (EBE) request focused on research-supported vocabulary interventions for middle elementary students. Limited vocabulary is an important factor in underachievement of children in disadvantaged homes. Children with larger vocabularies find reading easier, read more widely, and do better in school (Lubliner & Smetana, 2005). Research indicates that children from low-SES families enter school with half the vocabulary of children from professional homes and 2/3 of the vocabulary of children from working class homes (Hart & Risley, 1995). Consensus among researchers is that disadvantaged children need to learn more vocabulary (Lubliner, 2005). However, an extensive search for effective vocabulary interventions revealed that limited research exists that points toward such programs. As a result, this response includes not only the available research on effective vocabulary interventions but also some research focused on reading comprehension, as vocabulary is highly correlated with and supports reading comprehension (Lubliner, 2005).