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Hits 1 – 6 of 6
1
Average One Year Change in Lexical Measures of Written Narratives for School Age Students
WOOD, Carla L.
;
SCHATSCHNEIDER, Christopher W.
;
HART, Sara
In: Read Writ Q (2019)
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2
School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners ...
Wofford, Mary Claire
;
Wood, Carla L.
. - : Figshare, 2018
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3
School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners ...
Wofford, Mary Claire
;
Wood, Carla L.
. - : Figshare, 2018
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4
Appendix – Supplemental material for School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners ...
Wofford, Mary Claire
;
Wood, Carla L.
. - : SAGE Journals, 2018
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5
Appendix – Supplemental material for School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners ...
Wofford, Mary Claire
;
Wood, Carla L.
. - : SAGE Journals, 2018
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6
Relationship Between Children’s Lexical Diversity in Written Narratives and Performance on a Standardized Reading Vocabulary Measure
Wood, Carla L.
;
Bustamante, Kristina N.
;
Schatschneider, Christopher
;
Hart, Sara A.
In: Assess Eff Interv (2018)
Abstract:
The purpose of this study was to examine construct validity of methods of calculating lexical diversity in written narrative samples relative to children’s performance on a reading vocabulary measure. For 234 children in 1st-5th grade, written narratives were examined and compared between grades for number of different words (NDW), total words (TNW), NDW in a truncated 50 word sample, and type token ratio (TTR). The relationship between lexical diversity in written narratives and a standardized reading vocabulary measure (GMRT-4) was analyzed by comparing correlations. Grade differences were observed in measures of lexical diversity and productivity. Lexical diversity showed a significant moderate correlation with the GMRT-4. NDW had a stronger relationship to GMRT-4 scores than TTR for participants in first and second grade. Considering length (TNW, NDW constrained to 50 words, or TTR) did not result in a stronger relationship with reading vocabulary. Following additional study establishing probe equivalence, NDW in written narratives may be an efficient, educationally relevant, marker of language maturity and a good predictor of performance on a standardized reading vocabulary measure.
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Article
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http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8153412/
https://doi.org/10.1177/1534508417749872
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