English learners (ELs) with reading disabilities (RDs) have been among the lowest performers on academic achievement tests that assess vocabulary. To meet academic demands and prepare for college or careers, ELs with RDs clearly need support in terms of vocabulary acquisition; however, relevant research is scarce. This study investigated the effects of the CLUES strategy, a generative vocabulary strategy, on the ability of students to analyze and define unknown science terms relating to biology. The study further evaluated students’ ability to maintain vocabulary gains over time and to generalize the CLUES strategy. The results showed that participants benefited from the use of the CLUES approach to define novel science terms and maintain their ability to use this strategy over time. The participants themselves generally expressed satisfaction with the CLUES strategy and recommended it to their peers.

患有阅读障碍（RD）的英语学习者（EL）在评估词汇的学业成绩测试中表现最低。为了满足学术需求并为大学或职业做好准备，拥有RD的EL显然需要获得词汇方面的支持；但是，相关研究很少。这项研究调查了CLUES策略（一种生成性词汇策略）对学生分析和定义与生物学有关的未知科学术语的能力的影响。该研究进一步评估了学生随着时间的推移保持词汇量增长和推广CLUES策略的能力。结果表明，参与者受益于使用CLUES方法来定义新颖的科学术语并随着时间的推移保持了使用该策略的能力。