This report describes a program for improving vocabulary development thorough balanced literacy. The targeted population consisted of three elementary classrooms in a community located in a southern suburb of Chicago. A lack of vocabulary knowledge that interfered with student academic success was documented in state and standardized test results, as well as student report cards and reading assessments. Analysis of probable cause data was detailed from parents reading and language survey, student survey of reading habits, an informal diagnostic test and a teacher-made vocabulary test. A review of literature revealed economic status, use of standard English, and prior knowledge are possible factors in the delay of vocabulary development. Research suggested possible solution strategies. Direct student participation, read-alouds, reading in the content areas, and pre-reading activities, combined with cooperative learning, resulted in the development of an action plan to improve vocabulary development. Posttest data indicated an increase in student word meaning and content area vocabulary. An improvement was also noted in improved communication skills: reading, writing and speaking. Contains 14 figures of data and 23 references. Appendixes contain the parent and student survey instruments, and primary and intermediate vocabulary assessment tests. (Author/RS)