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

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.

Legacy Department

Department of Leadership, Educational Psychology and Foundations

Language

eng

Rights Statement

In Copyright

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