الفهرس 
The problem and its SignificanceOnly 14 pages are availabe for public view
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Abstract
Students need to learn how to understand and use vocabulary in everyday situation, so teachers need to create several ways that help learners study new vocabulary in an active and interesting manner. The variety of teaching techniques will help learners enjoy learning situations.
Objectives of the study:
1. Identify the effectiveness of using some instructional vocabulary strategies in developing fifth grade elementary stage vocabulary acquisition.
The current study attempted to:
2. Identify the effectiveness of using some instructional vocabulary strategies in developing fifth grade elementary stage vocabulary use.
3. Identify the effectiveness of using some instructional vocabulary strategies in developing fifth grade elementary stage reading comprehension.
Hypotheses of the study:
1. There is a statistical significant difference (favoring the experimental group) between means of scores obtained by the experimental and control groups on the post test of vocabulary acquisition.
2. There is a statistical significant difference (favoring the experimental group) between means of scores obtained by the experimental and control groups on the post test of vocabulary use.
3. There is a statistical significant difference (favoring the experimental group) between means of scores obtained by the experimental and control groups on the post test of reading comprehension.
Sample of the study:
Subjects of the study were 80 students of fifth graders were chosen from among larger population enrolled in public primary school in Khald Ebn Elwaleed. The subjects of this study were randomly selected. They represented two classes of primary five at Khald Ebn El Waleed.
Finding and Discussion
To test the hypotheses of the study, t.test analysis was used to compare student’s pre- and post performance in the experimental and control groups in the tests of vocabulary acquisition and use and reading comprehension.
1. The experimental group surpassed the control group at (0.01) level on the post-test of the vocabulary acquisition test. This finding affirmed and supported hypothesis one.
Results revealed:
3. The experimental group surpassed the control group at (0.01) level on the post-test of the reading comprehension test. This finding affirmed and supported hypothesis three.
2. The experimental group surpassed the control group at (0.01) level on the post-test of the vocabulary use test. This finding affirmed and supported hypothesis two.