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Researchers have found a strong correlation between the amount of words students know and their reading comprehension levels. Students with higher levels of reading comprehension will have higher level academic achievement in general.

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Orally:

Receptive knowledge means understanding oral language when spoken

Productive knowledge is exhibited by being able to use words appropriately orally

Written:

Receptive knowledge is based on being able to understand words that are read

Productive Knowledge means being able to use a word correctly in writing

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high frequency words
low frequency words

general academic words

subject-specific words

highly specialized technical or literary vocabulary

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Making inferences from context

Word analysis

Dictionaries and other reference tools

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Shared Reading

focus on new words

identify prior knowledge

draw attention to words that indicate the organization of ideas

Small-group conversations about words

provide key words for upcoming lessons,

synonyms and antonyms

Word charts

words in use instead of definitions

include only the most useful words

keep it manageable

Cloze sentences

AKA fill in the blanks

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set aside independent reading time

let students choose what they read

provide a variety of reading materials

include texts designed for ELLs

provide audio books

activities should be based on individuals personal response to the text

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begin with a baseline

include tasks like matching, labeling, matching words and definitions

reading passages with responses

reading conferences

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Generally, the article gave very basic information about developing ELL students vocabularies. What vocabulary development strategies have you experienced success with ELL students.