Abstract: The importance of this study stems from the fact that it is a descriptive analytical survey of reading books and songs (the number of linguistic vocabulary (nouns)) in the primary stage in the Kingdom of Saudi Arabia; where a comparison was made between books of different grades in terms of the number of vocabulary, as well as the quantity of vocabulary (nouns) that each book adds to the previous one. The researcher used the descriptive analytical method with the help of some statistical methods (percentages, arithmetic averages), and the study followed the content analysis method using the criteria specified in the tool that were addressed for this purpose. The study problem was summarized by answering the following main question: What is the reality of linguistic vocabulary (nouns) in reading books and school songs in the early grades of primary school? Four questions branched out from it: 1- What is the number of vocabulary (nouns) in reading books and school songs in the early grades of primary school? - What is the number of vocabulary (nouns) that the student obtains each year (the amount of increase) through reading books and songs in the early grades of primary school? 3- What is the content content of the vocabulary of the study sample (nouns) (political, religious, social, ... etc.)? 4- To what extent is this vocabulary achieved in the linguistic wealth of students in the early grades of primary school? And to what extent is it related to the general image of vocabulary (nouns) in textbooks? The study sample was divided into a content sample consisting of (7) books, which are reading books and songs for the early grades in the Kingdom of Saudi Arabia, and a sample of students who were chosen intentionally and consisted of (313) students. The researcher prepared a model in the form of a matrix table for the frequency of linguistic vocabulary (nouns) as they appear in reading books and songs for primary grades. He conducted a diagnostic survey test. Through the sub-questions of the study problem, the researcher presented the results, making each question a topic. The study reached the following results: There is a direct growth in the number of vocabulary (nouns) that represent the verbal growth of children in the first grades of primary school. The more we advance in the grades, the more vocabulary the books contain. This increase coincides with a direct growth in the number of repetitions, while maintaining a close repetition rate between the books of all grades. What is presented to the second grade student does not exceed 296 new names, while in the first grade he obtained twice this number of new names, then there is a jump in the number to three times it in the third grade, while the names that the students learn through the books of the study sample at the end of the third grade do not exceed two-thirds of the number of names shown in the first section of the results presentation chapter, and the remaining third are names that were repeated by the students and were previously Studying it, as for the frequency of repetition, the researcher noticed that it is proportional to the number of vocabulary, noting that the average repetition decreased from the general average in the third grade books. It is noted through presenting the results in the third section that the scientific field has taken the largest share of the total names of reading books and songs in the primary grades from the six content fields - religious, political, social, moral, scientific and artistic, while the artistic and political fields only received the smallest share as their percentage was the lowest. While the percentage of the religious content came close to the moral content, while the social content came in a higher percentage, but it was close to them, and the growth of vocabulary (names) with content significance appeared to be a direct growth in all fields, except for the social field in the second grade, where the percentage decreased slightly from what it was in the first grade. The researcher found that the highest average in the students' test results came in the reading and expression subjects for the third grade, while the lowest average came in the dictation test for the second grade, which is a reflection of what the students learned in the first grade. Looking at the results of the second grade tests, the decline was sharp in the average results of the second question in the dictation subject, and in the results of the third grade tests, the averages were very high. As for the fourth grade, the averages for the questions varied, and the most severe decrease was in the third question of the dictation subject. As for the extent of the association of the general image of vocabulary with the linguistic wealth (textbooks) of the stage student, looking at the Pearson correlation coefficients, the researcher noticed that there is a weak association below the level of statistical significance between the results of the different grades in all subjects at a significance level of (0.01). The researcher examined the Pearson correlation coefficients between the questions of the same test. He found that there were high correlations at a significance level of (0.01) for all of them, except for the correlation coefficient between the first question and the rest of the questions in the reading tests for the second grade, as well as the correlation coefficient between the first question and the rest of the questions in the reading material for the third grade, as well as the second and fourth questions in the same material, and the second and third questions in the expression material for the fourth grade, where the correlation in all of them was low and below the level of statistical significance. The study concluded with recommendations and proposed future studies.