Language must be taught with academic vocabulary that is meaningful and that can be transferred between content and context. This comparative-descriptive research study examines how academic specific instruction increases students' learning of a second language acquisition (i.e., English). The conceptual framework of the study drew research related to (a) second language acquisition, (b) academic language proficiency, (c) reading improvement connections to listening, speaking, and writing, reading improvement specifically related to Academic Vocabulary Specific Instruction, and (d) improvements made on the California English Language Development Test (CELDT) due to intervention programs that include Academic Vocabulary Specific Instruction. Students taking the CELDT, an instrument used to measure student English language acquisition and proficiency attainment in California grades K-12 was used as the instrument to determine gains. The study revealed that English language learners (ELLs) gained modest improvement based on receiving Academic Vocabulary Specific Instruction on reading scores. An independent sample "t" test was conducted to determine differences in mean reading scores on the CELDT for those that received Academic Vocabulary Specific Instruction on third grade verses those that did not for those that Spanish was the primary, L1, language. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]