Interactive Word Walls and Student Perceptions of Vocabulary
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This qualitative study is designed to address interactive word walls and their effects on student learning and student perceptions of vocabulary. The participants of this study included 16 third grade students enrolled in a bilingual suburban Central Texas elementary school. This study used periodic open-ended question surveys, student interviews, and a collection of classroom artifacts to ascertain the student perspectives regarding interactive math and science word walls. Students revealed that both the math and science word walls were effective in content comprehension support and vocabulary comprehension support. Students also felt that the organization and development of the word walls was a critical component. The results found that interactive word walls support effective comprehensive vocabulary programs.