Relations between Literacy-Related Abilities and the Lexical Quality of Expository Texts of Hebrew-Speaking Children (Relaciones entre habilidades relacionadas con el aprendizaje de la lengua escrita y la calidad léxica de los textos expositivos de niños hebreo-parlantes)

Autor/inn/en	Seroussi, Batia; Stavans, Anat; Zadunaisky-Ehrlich, Sara
Titel	Relations between Literacy-Related Abilities and the Lexical Quality of Expository Texts of Hebrew-Speaking Children (Relaciones entre habilidades relacionadas con el aprendizaje de la lengua escrita y la calidad léxica de los textos expositivos de niños hebreo-parlantes)
Quelle	In: Journal for the Study of Education and Development, 44 (2021) 1, S.47-81 (35 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seroussi, Batia) ORCID (Stavans, Anat)
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2020.1848088
Schlagwörter	Literacy; Hebrew; Vocabulary Development; Writing Skills; Persuasive Discourse; Writing (Composition); Correlation; Elementary School Students; Foreign Countries; Language Acquisition; Spelling; Tests; Intelligence Tests; Reading Tests; Language Tests; Verbs; Nouns; Morphology (Languages); Age Differences; Form Classes (Languages); Writing Evaluation; Israel + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Wortschatzarbeit; Writing skill; Schreibfertigkeit; Persuasion; Persuasive Kommunikation; Schreibübung; Korrelation; Ausland; Sprachaneignung; Spracherwerb; Schreibweise; Examination; Prüfung; Examen; Intelligence test; Intelligenztest; Lesetest; Language test; Sprachtest; Morphology; Morphologie; Age; Difference; Age difference; Altersunterschied; Analytischer Sprachbau
Abstract	This study sought to explore the advanced lexicon, one of the hallmarks of text quality. To this end, we analysed the advanced lexicon deployed in the production of two types of texts -- a descriptive and an argumentative -- by Hebrew-speaking school children. Our study had two goals, the first to trace the developmental path of the use of advanced lexicon in writing scholastic types of texts. The second goal was to investigate the relations between literacy-related abilities and the use of advanced lexicon in writing. Accordingly, 292 Israeli grade-school children (second-, third-, fourth- and fifth-graders) were administered a linguistic, cognitive, reading and spelling test battery and produced two descriptive and two argumentative texts. The texts were analysed for noun abstractness, occurrence of internal-state verbs and the morphological complexity of adjectives. Findings showed an age-related increase in both literacy-related abilities and the lexical quality in the texts. Moreover, interactions found between lexical quality, age and genre suggest that text quality is dynamic, determined by a network of differential age- and literacy-related factors. [Translation from English by Mercè Rius.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01