This report describes the findings of an analysis of a series of action research projects conducted by Goshen Community Schools at the middle school level. During the 2008-2009 school year, six teachers at Goshen Middle School 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) only part of the six step process was used. The overall effects for the five independent action research studies considered for meta-analysis did not exhibit statistical significance. Additionally, information provided by participating teachers indicated that the independent action research studies focused on one or more steps of the six step process (e.g., omitting a step, utilizing a specific step). The results of each study were grouped and analyzed by the strategy that was utilized or omitted as part of the six step process. The meta-analytic findings indicate that omitting a step in the process has a potentially detrimental effect on student achievement. When one or two steps of the six step process were used in one group (i.e., the treatment group) and not in the other group (i.e., the control group), the findings indicate that the use of those steps have a positive effect on student achievement. Instructions for Action Research are appended. (Contains 7 figures and 3 technical notes.)