Document Type



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


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 of Leadership, Educational Psychology, and Foundations (LEPF)

Legacy Department

Department of Leadership, Educational Psychology and Foundations



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