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Vocabulary Instruction Goes "Old School"

Suzanne R. Kail
The English Journal
Vol. 97, No. 4 (Mar., 2008), pp. 62-67
Stable URL: http://www.jstor.org/stable/30047249
Page Count: 6
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Vocabulary Instruction Goes "Old School"
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Abstract

High school teacher Suzanne R. Kail and her students uncover the relevance of learning Latin and Greek roots to enhance vocabulary and spelling. Kail reflects on her experience of combining what might be seen as an old-school practice of memorization with promoting higher level thinking skills and anticipates what she will revise for the next school year.

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