Effective practice to enhance vocabulary is outlined by Kintsch (1998) who offers a constructivism approach where word meanings are activated, propositions are formed, and inferences and elaborations are produced building a situation model (including facts, imagery and knowledge) where processes are paralleled with the development of language comprehension. This approach can be supported through guided reading activities where understanding words can be examined in all their complexity as an essential part of comprehending the text. Reading aloud and giving explanations, word discussion, using appropriate terminology. Developing word consciousness is an important goal in the vocabulary program.Encountering words repeatedly, until children have a vague notion of what it means allows more information and children are able to define the word. McKeown, Beck, Omanson, and Pople (1985) found that while four encounters with a word did not reliably improve reading comprehension, twelve encounters did. Contextual knowledge may be enhanced by offering students ‘at risk’ exposure with words in multiple contexts and different perspectives so that connections may gradually strengthen to a full and flexible knowledge. The more successful readers will become if they are able to recognise words and letters and blending sound patterns of known words in their spoken vocabulary.The ‘fourth-grade slump’ often reported by teachers of disadvantaged children, saw the first slip being attributed to word meaning (Chall & Jacobs, 2003). They had the greatest difficulty defining more abstract, academic, literary, and less common words as compared by the normative population. Teachers should be strategic about introducing new vocabulary to students repeatedly, and providing a rich discussion and analysis of the words to enhance understanding. Students should learn to construct word meanings from context, experience and inferential thinking. Helping students to develop a deeper understanding of words through direct instruction involves talking about the definitional and contextual meanings as well as actively being able to use them in their writing and speech.