This study focused on improving the reading comprehension levels of high school special education students through direct instruction of academic level vocabulary. This study was designed for eight special education students, attending a Midwestern public school who were considered special education. The intervention was conducted over a two week period for twenty five minute every other day using a vocabulary graphic organizer. Data measured the students’ ability to answer implicit and explicit questions about text with and without look backs to the text. The students did not demonstrate a significant gain in reading comprehension skills after the vocabulary intervention
