Document Type
Article
Abstract
Low-SES students are at a particular disadvantage when it comes to vocabulary acquisition, and poor vocabulary is a significant risk factor for poor reading comprehension. This paper describes an attempt to improve New York City grade ten students’ motivation to learn vocabulary by engaging them in a brief period of self-reflection after weekly vocabulary quizzes. At the end of the study, students reported greater time spent preparing for quizzes and had greater confidence in their performance.
Publication Date
1-1-2013
Recommended Citation
Harris, L. N. (2013). Improved vocabulary outcomes through student reflection: Report from an urban high school. Journal of Classroom Research in Literacy, 6, 14-23.
Original Citation
Harris, L. N. (2013). Improved vocabulary outcomes through student reflection: Report from an urban high school. Journal of Classroom Research in Literacy, 6, 14-23.
Department
Department of Leadership, Educational Psychology, and Foundations (LEPF)
Legacy Department
Department of Leadership, Educational Psychology and Foundations
Language
eng
Rights Statement
In Copyright
