Research has shown a strong positive relationship between vocabulary knowledge and reading comprehension (Elleman, Lindo, Morphy, & Compton, 2009; Crosson & Lesaux, 2013; Lubliner & Smetana, 2005). Vocabulary acquisition is possible for all learners through explicit vocabulary instruction and incidental word learning (Cunningham, 2005). The current study explored the impact of two methods, shared reading and independent reading, on incidental word learning for proficient and non-proficient third grade students from a suburban elementary school. The study was a mixed methods design with an experimental pre- and posttest design and a qualitative component to determine the teachers' perceptions and pedagogy of explicit instructional strategies. Three classrooms, a shared reading condition, independent reading condition, a control group, were randomly selected to participate. The mean differences on the iReady Diagnostic assessment (Curriculum Associates, 2015) and the Researcher Created (RC) assessment showed a significant increase in target word knowledge for the independent reading condition on the RC assessment, indicating more incidental word growth than the other two groups. The data from the teacher interviews and guided reading lessons showed inconsistent knowledge and use of explicit vocabulary instruction among all three participating teachers. Practical implications from the study indicate students need to be reading independently and teachers are in need of professional development regarding the importance of regular explicit vocabulary instruction and strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]