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Peer reviewedScott, Judith A.; Jamieson-Noel, Dianne; Asselin, Marlene – Elementary School Journal, 2003
This study examined where, how often, and how effectively vocabulary instruction occurred in 23 ethnically diverse upper-elementary classrooms in Canada. Data revealed that only 6 percent of school time was devoted to vocabulary knowledge development, with 1.4 percent devoted to vocabulary development in academic subjects. Most instruction…
Descriptors: Classroom Techniques, Educational Practices, Elementary Education, Elementary School Students
