This 5-month action research project examined effects of a short-term interactive vocabulary instruction on reading comprehension with four intermediate grade students identified as having learning disabilities in reading. Participants read a narrative text and an expository text without vocabulary instruction and then received vocabulary instruction before reading an additional narrative and expository text. Comprehension tests and fluency tests were given after reading each text. Participants showed gains in both comprehension tests and in their reading fluency during the intervention phase. There was some evidence of students trying out new words in conversation but no evidence that students' general reading comprehension improved, that they were able to glean the subtle meanings in text, or that they used the new vocabulary terms in their writing. Forms used in the study, sample comprehension tests, a project time line, and a student survey are appended. (Contains references.) (DB)