This article discusses the relationship between knowledge of multimeaning (polysemic) words and reading comprehension. Many poor readers, including those students in special education programs, may not be aware of the various meanings of many multimeaning words. This paucity of semantic knowledge reflects an inadequate development of the students' prior knowledge and may contribute directly to reading comprehension problems. It is argued that teachers should be more aware of the prevalence of polysemic words in reading materials. Teachers may also need to provide imaginative, direct vocabulary instruction. The authors include examples of teaching techniques most likely to be effective in broadening and deepening students' knowledge of word meanings--- a prime factor in reading comprehension.
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