In an effort to create a context for learning, it is necessary to define the language that will be used to teach a subject. Very often in schools, from first grade to university studies, when teaching a new subject or concepts it is necessary to teach the vocabulary that will accompany that subject. However, we often spend little time ensuring that vocabulary is learned and as a result, without prior knowledge of vocabulary for learning, learning related information is difficult. This need to define relevant language can be found in multiple sources and textbooks are one of the major sources. Books highlight, bold, or italicize critical words and provide definitions of the word either within the text or in the margins. This definition of terms provides the reader with the knowledge base to understand the content of what they are reading. If the authors of the books did not define these terms, then understanding the information they are trying to convey would be difficult. As I have worked with students and observed lessons taught, I have discovered that some students have difficulty understanding the learning language because they do not understand the vocabulary used. They have difficulty learning information because they are trying to understand unfamiliar terms used in the text. This then creates my practice problem. Students have the ability to read grade-level texts but continue to demonstrate difficulty understanding information because they are unfamiliar with the learning vocabulary. This problem appears to occur more frequently in English Learners (ELs) and Students with Disabilities (SWDs). Students benefit from specific, explicit vocabulary instruction... in the center of the worksheet and allows them to understand and gain knowledge from the class in which that vocabulary is used. As a result, learning vocabulary skills addresses the problem of students who are able to read but do not have sufficient vocabulary skills to understand what they are reading within and outside of the classroom environment. Works Cited Gibbons, P. (2000). Academic literacy and thinking of English learners. Portsmouth, NH: HeinemannHattie, J. (2009) Visible learning: a synthesis of over 800 meta-analyses of outcomes. New York: Routledge Marzano, R., Gaddy, B., Dean, C., (2000). What works in classroom teaching. Aurora, CO Midcontinent Research for Education and Learning (McREL) Stahl, S. A., & Fairbanks, M. M. (1986). The effect of vocabulary instruction: A model-based meta-analysis. Review of educational research, 56(1) 72-110