Year: 2013
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.
Author: Lindsay Harris
Institution: University of Pittsburgh
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1906292217