Taking a psycholinguistic approach, this paper presents an overview of vocabulary and word identification instruction. Sources for instructional procedures are discussed rather than detailed suggestions for teaching procedures. Five approaches to word identification are examined: sight vocabulary development, phonic analysis, structural analysis, contextual analysis, and dictionary usage. After the distinction between instruction in word identification and vocabulary development is clarified--associating word identification with process and vocabulary development with product--the components of vocabulary-concept instruction are examined, and examples of coordinated instruction in word identification and vocabulary development are discussed. Several suggestions for coordinated instruction are offered, including these combinations: (1) phonic analysis/high utility word meanings, (2) phonic analysis/word associations, (3) structural analysis/antonyms, (4) semantic feature analysis/contextual analysis, (5) dictionary usage/multiple meanings, (6) contextual analysis/homographs, (7) connotation-denotation/contextual analysis, and (8) word devices/phonic analysis. Categorizing sight words and using analogies are also proposed as activities for coordinated instruction. (RL)