Based on the best available research, this publication describes the most effective methods of vocabulary instruction for the improvement of reading comprehension. Examples of useful approaches to vocabulary instruction aimed at students past the initial stages of reading are presented for use or adaptation by classroom teachers. The publication's main emphasis is on the use of prereading activities, but the primary purpose is to provide the teacher with a knowledge of how and why vocabulary-related activities can be chosen and adapted to maximize their effectiveness. Sections of the publication discuss: (1) reasons for failure of vocabulary instruction; (2) partial word knowledge; (3) problems of traditional methods of vocabulary instruction; (4) efficiency of vocabulary instruction; and (5) the trade-off between effective instruction and incidental learning. (Fifty-five references are appended.) (RS)