This report describes the findings of an analysis of a series of action research projects conducted by Goshen Community Schools at the elementary school level. During the 2008-2009 school year, 26 teachers at 7 elementary schools participated in independent action research studies regarding the extent to which a six step approach to direct vocabulary instruction enhanced the learning of students. Participating teachers selected two groups of students both of which were being taught the same unit or set of related lessons. However, in one group (the "treatment" group) the six step process was used, whereas in the other group (the "control" group) the six step process was not used. The overall effects for all 24 independent action research studies exhibited a statistically significant positive effect (p less than 0.001). This level of significance is generally interpreted as an indication that the observed differences could have occurred less than one time in one thousand if there is no true relationship between use of the six step approach to direct vocabulary instruction and student achievement. A reasonable inference is that the overall effect of a 24 percentile point gain is probably not a function of random factors that are specific to the independent action research studies; rather, the 24 percentile point increase represents a real change in student learning. Appended are: (1) Findings Reported by School; and (2) Instructions for Action Research. (Contains 8 figures and 2 technical notes.)