Using New Vocabulary in Writing: Exploring How Word and Learner Characteristics Relate to the Likelihood That Writers Use Newly Taught Vocabulary

Autor/inn/en	Dobbs, Christina L.; Kearns, Devin
Titel	Using New Vocabulary in Writing: Exploring How Word and Learner Characteristics Relate to the Likelihood That Writers Use Newly Taught Vocabulary
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 29 (2016) 9, S.1817-1843 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-016-9654-8
Schlagwörter	Vocabulary Development; Academic Discourse; Writing (Composition); Essays; Middle School Students; Grade 6; Grade 7; Grade 8; Persuasive Discourse; Writing Assignments; Language Usage; Orthographic Symbols; Phonology; Semantics; Word Frequency; Writing Tests; Test Wiseness; English Language Learners; Intervention; Writing Instruction + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Discourse; Diskurs; Schreibübung; Essay; Aufsatzunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Persuasion; Persuasive Kommunikation; Sprachgebrauch; Fonologie; Semantik; Word analysis; Frequency; Wortanalyse; Häufigkeit; Writing test; Schreibtest; Schreibunterricht
Abstract	Understanding academic vocabulary is essential to student success in school. Use of academic vocabulary words in writing is considered one of the strongest measures of how well a reader understands a given word. In theory, willingness to use academic vocabulary in writing indicates the complexity of acquiring representations of the word's orthography, phonology, and semantics based on the word's characteristics. In addition, a learner's overall literacy skills should relate to whether they attempt to use words. In the present study, sixth graders (n = 66), seventh graders (n = 60), and eighth graders (n = 41) learned 25 academic vocabulary words in a supplementary academic vocabulary intervention and were then asked to use those words in short persuasive essay drafts. We measured whether these students attempted to use a word (a binary "uses" outcome) and the number of times a student used a word (a continuous "attempts" outcome) and used cross-classified random effects models to examine how (a) the orthographic, phonological, and semantic characteristics of words and (b) the students' literacy-related characteristics related to their uses and attempts. For word characteristics, students were more likely to use and attempt high frequency than low frequency words. For student characteristics, students proficient on the state exam were more likely to use and attempt the words, and students learning English were less likely to attempt the words. Implications for vocabulary intervention and writing instruction are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01