The purposes of this study were to determine the effect of word length on the learning difficulty of words found in reading materials for early primary level children, to determine learning difficulty indices of a set of fifty words, to compare the effectiveness of three methods of vocabulary instruction, and to replicate treatments for thirteen words selected from an earlier study to determine consistency of findings for different groups. The Slosson Intelligence Test was administered to provide a stratified random sampling of 108 kindergartners who were assigned in equal numbers to high, medium, and low IQ categories. The set of fifty words was selected on the basis of length and, where possible, frequency of occurrence in the Comprehensive Primary Reading Vocabulary list. Sixty-three words were selected and assigned on a word length basis to one of three lists. Three instructional methods of phonic, kinesthetic, and meaningful context were used to teach the words. The findings showed no significant difference between difficulty of learning short and long words through the three methods. Rank order of learning difficulty for the fifty words was not significantly different for any one method. (Author/WR)