Phildurrantnet.files.wordpress.com



1. Measures of DiversitySub-categoryMeasureNotes on OperationalizationStudyFindings: AgeFindings: QualityTypesAll typesThomas 1972Increase with age (no inferential analysis)Finn 1977Increase with age (no inferential analysis): Grade 4=592; 8=912; 11=1,145Grobe 1981 (Stage 2)Overall regression models only given. All vocabulary measures are significant contributors to all modelsBourke & Adams 2003Significant increase with quality: r=.67Nelson & Van Meter 2007Significant increase with age. Bourke & Adams 2011Significant increase with quality: r=.66Wagner et al 2011Significant increase with age: Cohen's d=2.48Hall-Mills & Apel 2015No significant difference with ageRoessingh et al 2015Significant increase with quality: r=.48; Significant partial correlation, controlling for length: r=.23Lexical typesTotal number of distinct nouns, verbs, adjectives and adverbsBerse 1974Increases with qualityTypes, with exclusions?different words - ?support words - ?"nonsense" words [SUPPORT WORD if supplied by the teacher; NONSENSE WORD if no recognisable visual or phonetic patterning or no sense in context]Blatchford 1991Significant increase with quality: r=.81Fringe vocabulary: Number of word types, excluded 20 verbs used by almost all participantsSampson, 1964aPositive correlation with quality ratings (r=.66).Types of abstract nouns(=intangible entity, inner state, or emotion, excluding basic temporal concepts (day, hour, night, etc.)Sun & Nippold 2012Increase across age groups (no inferentials)Types of metacognitive verbs(=refers to mental even or act of thinking)Sun & Nippold 2012Increase across age groups (no inferentials)Correctly-spelled typesSun, Zhang & Scardamalia 2010Significant increase with ageTypes per segmentFor each child, the entire production (combined texts) is divided into equal sized chunks based on the number of writing sessions they took part in. Type counts based on each chunk and a mean taken. (NB. Portions are not equal across writers)Clendon & Erikson 2008Increase across age groups (no inferentials)Different words in first 50 wordsKoutsoftas & Gray 2012Correlates with quality: narrative: r=.45; expository r=.38 (not significant)TTRTTRtypes/tokensGrobe 1981 (Stage 2)Overall regression models only. All vocabulary measures are significant contributors to all modelsCameron et al 1995No significant relationship with qualityHall-Mills & Apel 2015No significant difference with ageModified measuresCorrected TTRtype/√(2* tokens) for first and last 100 wordsMoore 1977Significant increase with agetype/√ (2 * tokens)Morris & Crump 1982Significant increase with ageKroll 1983Significant increase with qualityOlinghouse & Graham 2009Significant increase with age: Cohen's d=1.02Significant increase with quality: r=.82Olinghouse & Leaird 2009Significant increase with age. Cohens's d (inferred)=1.43 (experimental writing); 1.33 (TOWL task)Correlations with quality:Experimental task: grade 2: .80grade 4: .72TOWL task:grade 2: .52grade 4: .47Corrected TTR per segmentsum of type/(2 * tokens)2 for first and last 100 wordsMoore 1977Significant increase with agemean of type/(2 * tokens)2 for first and last 100 wordsMoore 1977Significant increase with ageMTLD?unique words ÷ ?words with resetting once a preset ratio is achieved for total words to that point [cf. McCarthy & Jarvis, 2010]Olinghouse, Santangelo & Wilson, 2012Correlations with quality:narrative: r.34persuasive nsinformative: nsOlinghouse & Wilson 2013Correlations with quality:narrative r=.32persuasive r=.22informative: nsDMalvern et al 2004Significant increase with age (eta2=.98). Key Stage 3 > 2 > 1 Significant increase with quality (eta2=.04).Crossley et al 2011Significant increase with age: College > Grade 11 > Grade 9 (partial eta2=.21)Berman & Nir 2010Significant increase with ageWriting > speech (but not at grade 4)Uccelli et al 2013Significantly increases with quality (r=.28)DIVEReciprocal of Yule's KGrobe 1981 (Stage 2)Significantly increases with quality.YulesNot explainedGrobe 1981 (Stage 2)Significantly increases with quality.RepeatVocabulary repeat rate (not explained)Grobe 1981 (Stage 2)Significantly increases with quality.VocdivSD of repeat rate/number of words/sqr(types)Grobe 1981 (Stage 2)Significantly increases with quality.2. Measures of DensityMeasureNotes on OperationalizationStudyFindings: AgeFindings: Qualitynon-lexical words per 100 wordsQCA 1999Descriptive decrease from grades F to C to Acontent words per clauseCONTENT WORD if adjective, verb, noun, adverb conveying referential meaning (adverbs here excludes Intensifiers or delimiters (e.g., really, very), dis- course connectives (e.g., meanwhile), and deictic adverbs (e.g., there, here)Uccelli et al 2013No significant correlation with qualityratio of form class words to function wordsFORM CLASS WORD = adjective, adverb, noun or verbGolub & Frederick 1970No significant difference across age groups No significant difference across quality groupslexical densityadjectives+nouns+verb/all wordsBerman & Nir 2010No significant difference across age groupsHall-Mills & Apel 2015No significant difference with age3. Measures of Sophistication3.a Word length measuresMeasureNotes on OperationalizationStudyFindings: AgeFindings: Qualityletters per wordGrobe 1981 (Stage 2)Element in overall regression model. Shows a relationship with quality at grades 5 and 11 but not grade 8.Massey et al 1996 & 2005Descriptive increase with quality.Malvern et al 2004No significant effect of age.Significant increase with quality (eta2=.93).Myhill 2009Significant increase with quality.Syllables per wordOlinghouse & Leaird 2009Age effects:Narrative: Grade 4 > grade 2; TOWL-3: NSQuality correlates:Narrative: Grade 2: .30Grade 4: .27TOWL-3:Grade 2: 32Grade 4: NSNumber of words with >=7 lettersHouck & Billingsley 1989Significant increase with age. Descriptives show increase from grade 4 to 8 but not from 8 to 11.Number of words with >=7 lettersVanderberg & Swanson 2007Significant increase with quality% words >=3 syllablesBerman & Nir-Sagiv 2007Adult=grade 11>grade 7 = grade 4Olinghouse & Leaird 2009Age effects:Narrative: Grade 4 > grade 2; TOWL-3: Grade 4 > grade 2Quality correlates:Narrative: Grade 2: .nsGrade 4: .25TOWL-3:Grade 2: 20Grade 4: NS3.b Frequency: List-based measuresMeasureNotes on OperationalizationStudyFindings: AgeFindings: Quality% words on list of 100 most common wordsSource/nature of list not explainedLawton 1963Significant decrease for working-class children (61% - 57.1%) but not middle-class children.mature word typesWords ranked with Standard Frequency Index > 50 on Carroll, Davis & Richman's frequency scale (based on school textbooks, where SFI 50 implies 1 occurrence per 100K words). Excluding words which are topic specific (i.e. appear >=10 times in researched texts), proper nouns, contractions, slangFinn 1977Increase with age (Grade 4=34; grade 11=241; no inferential analysis)undistinguished word typesWords appearing at all age levels in the researched textsFinn 1977Decrease with age (only two texts compared, with grade 4 text > grade 11)% word (types) not on General Service ListVocabProfile (Cobb, 2019)Olinghouse & Wilson 2013Correlations with quality:Narrative: NSPersuasive: NSInformative: r=.36% words from list of 500 most frequently-used wordsGrobe 1981 (Stage 2)Significantly increases with quality.% words above level 5 of graded word list (Hindmarsh 1980)Levels 1-5 incorporate 598+617+992+1034+1229 (=2,403) words. Said to correspond to everyday language forming comprehension vocabulary of competent learners of EFL.Massey et al 1996 & 2005Descriptive increase in % >= level 5 vocab as grade increases'rarity'P_Lex (Meara & Bell 2001)Malvern et al 2004No significant effect of age.Significant increase with quality (eta2=.05).% word types not on Basic Spelling Vocabulary ListBasic Spelling Vocabulary List: 850 words students in grades 1-5 use most commonly when writing.Olinghouse & Leaird 2009Age effects:Narrative: Grade 4 > grade 2; TOWL-3: Grade 4 > grade 2Quality correlates:Narrative: Grade 2: .25Grade 4: .72TOWL-3:Grade 2: .26Grade 4:.47% words in most common 1,000 wordsRange (Nation & Heatley, 1996)Sun, Zhang & Scardamalia 2010Significant decrease with age% words in second most common 1,000 wordsRange (Nation & Heatley, 1996)Sun, Zhang & Scardamalia 2010Significant increase with age% words no in 1K, 2K or academic word listRange (Nation & Heatley, 1996)Sun, Zhang & Scardamalia 2010Significant increase with age% words beyond Grade 4 levelGrade level defined by Basic Spelling Vocabulary List (Graham et al)Sun, Zhang & Scardamalia 2010Significant increase with age% words in various band of Stemach-Williams list of spoken wordsUses 10 bands of 250 word families each. Based on oral productive vocabulary of 5-6 year olds, going from high (band 1) to low (band 10) frequency.Roessingh et al 2015Correlations with quality scores: % bands 1-4: r=-.47% bands 7-10: r=.27% off-list: r=.51% high frequency abstract nouns high frequency: >1/100K words, based on American Heritage Word Frequency Bookabstract noun=intangible entity, inner state, or emotion, excluding basic temporal concepts (day, hour, night, etc.)Sun & Nippold 2012Increase across age groups (no inferentials)% low frequency abstract nouns low frequency: <1/1million words, based on American Heritage Word Frequency Bookabstract noun=intangible entity, inner state, or emotion, excluding basic temporal concepts (day, hour, night, etc.)Sun & Nippold 2012Decrease across age groups (no inferentials)% abstract high frequency metacognitive verbs high frequency: >1/100K words, based on American Heritage Word Frequency Bookmetacognitive verbs =refers to mental even or act of thinkingSun & Nippold 2012Minimal effect of age (no inferentials)% abstract low frequency metacognitive verbslow frequency: <1/1million words, based on American Heritage Word Frequency Bookmetacognitive verbs =refers to mental even or act of thinkingSun & Nippold 2012Minimal effect of age (no inferentials)3.c Frequency: Mean frequenciesMeasureNotes on OperationalizationStudyFindings: AgeFindings: Qualityinternal frequencyUse of words which are frequent within study corpusWhitaker, Berninger, Johnston & Swanson 1994No effect of ageYates, Berninger & Abbott 1995No effect of ageCELEX frequency (all words)Coh-metrixCrossley et al 2011Significant increase with ageCollege > Grade 9 (partial eta2=.22)College = Grade 11; Grade 11 = Grade 93.d Register measuresMeasureNotes on OperationalizationStudyFindings: AgeFindings: Quality% specialist Greek/Latin vocabulary'non-specialist' G-L vocabulary is not counted in the measure. Non-specialist are words 'whose antiquity and prevalence in English is such as to make them part of necessary, everyday language, and which appear in all child language'Corson 1985Increases with ageratio of latinate:Germanic words (open-class words only)Bar-ilan & Berman 2007Significant increase with age in both genres (NB. This combines spoken and written data)Berman & Nir-Sagiv 2007Increases with ageBerman & Nir 2010 The written element of this is the same as Berman & Nir-Sagiv 2007Words from Academic Word ListRange (Nation & Heatley, 1996)Sun, Zhang & Scardamalia 2010Significant increase with ageVocabProfile (Cobb, 2019)Olinghouse & Wilson 2013Measure excluded from analysis of quality because of low levels of occurrence3.e Semantic measuresMeasureNotes on OperationalizationStudyFindings: AgeFindings: QualityAbstractionAbstract nouns: combines 'abstract noun' and 'higher general noun' categories from PeelFox 1982Significant increase with age. Significant increase with quality.% nouns which are abstract. 'Abstract Noun' = refers to abstract entities that are not easily seen, heard, or touched: e.g., decision, benefits, courage, enjoyment, challenge, longevity, respect, kindness, freedom, opinion, pleasure, possibilityNippold, Ward-Londergan & Fanning 2005Significant increase with age Grade 12=11>8=7% abstract nouns (defined as nonimageable, abstract, and low frequency, e.g. relationship, lack, existence)Berman & Nir-Sagiv 2007Significant decrease with ageGrade 4 = 7 < 11 = adultGenre: narrative > expository% concrete nouns (defined as concrete objects and specific people, e.g. John, ball, flowers)Berman & Nir-Sagiv 2007Significant increase with age. Adult = Grade 11 < 7 = 4]Word concreteness: content words - Coh-metrixCrossley et al 2011Significant increase with age:College > Grade 11 > Grade 9 (partial eta2=.21)% T-units with at least one abstract noun (defined as an intangible entity, inner state, or emotion, excluding basic temporal concepts, e.g. day, hour, night)Sun & Nippold 2012Significant increase from age 11 to age 17SpecificityWord polysemy - Coh-metrixCrossley et al 2011Significant increase with age: College > Grade 9 (partial eta2=.13)College = Grade 11; Grade 11=Grade9 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download