Digital Vocabulary: Greek and Latin Root Study in the 21st Century

Authors

  • Lindsay Sheronick Yearta Winthrop University
  • Pamela D. Wash Winthrop University

DOI:

https://doi.org/10.56887/galiteracy.97

Keywords:

digital vocabulary, digital word walls, active engagement, 21st century technological tools

Abstract

Traditional word walls displayed in the elementary classroom are typically posted by the teachers and left alone (Jackson & Narvaez, 2013). Since vocabulary instruction is best when students are actively engaged in the process, the authors of this article present the digital word wall as an active method of instruction for students to use in the acquisition of Greek and Latin roots. Students who participate in the construction of digital word walls have access to 21st century technological tools such as online dictionaries, Greek and Latin root websites, and image gathering sites such as Creative Commons.

Author Biographies

  • Lindsay Sheronick Yearta, Winthrop University

    Lindsay Sheronick Yearta ([email protected]) is an Assistant Professor at Winthrop University in Rock Hill, South Carolina. A former elementary school teacher, her research interests include digital literacy, vocabulary acquisition and retention, and using digital tools in the classroom.

  • Pamela D. Wash, Winthrop University

    Pamela D. Wash ([email protected]) is currently the Department Chair of Counseling, Leadership, and Educational Studies in the College of Education at Winthrop University. Her research interests include science education and instructional technology. 

Digital Vocabulary: Greek and Latin Root Study in the 21st Century

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Published

10/30/2015

Issue

Section

Research and Practitioner Articles

How to Cite

Yearta, L. S., & Wash, P. D. (2015). Digital Vocabulary: Greek and Latin Root Study in the 21st Century. Georgia Journal of Literacy, 38(2), 24-28. https://doi.org/10.56887/galiteracy.97

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