Vocabulary is highly correlated with reading comprehension skills. Research shows that students must experience new words at least six different times and in a variety of contexts to commit words to long-term memory. Many students are likely to skip over unfamiliar words and might never learn them without a structured approach to identifying, defining and practicing new words.
Best-suited for students with weaker: Long-term Memory, Working Memory (Source: Digital Promise Learner Variability Project)