The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students |
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| Authors: | Natalie G Olinghouse Jacqueline T Leaird |
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| Institution: | (1) Teacher Education and Special Education, Michigan State University, 360 Erickson Hall, East Lansing, MI 48854-1034, USA;(2) Williamsburg Collegiate, Brookyln, NY, USA |
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| Abstract: | The purpose of this study was to examine the relationship between measures of written vocabulary and writing quality. Participants
included 92 second-grade students and 101 fourth-grade students. Students completed two writing samples: one an experimenter-developed
writing task and the other, a standardized assessment of writing quality. Research questions examined whether four vocabulary
measures (vocabulary diversity, less frequent vocabulary, mean syllable length, number of polysyllabic words) demonstrated
developmental differences, whether the vocabulary measures remained stable across two different writing prompts, and whether
the vocabulary measures explained unique and shared variance beyond that explained by compositional length and compositional
spelling. The results indicated that vocabulary diversity and less frequent vocabulary showed developmental differences across
the two writing tasks. Vocabulary diversity was the only variable to remain stable across the two writing tasks. Commonality
analysis revealed that vocabulary measures explained unique and shared variance in writing quality in all four models (2 grades
and 2 writing prompts). Generally, vocabulary diversity was the most stable and consistent of the four vocabulary variables. |
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| Keywords: | Elementary students Vocabulary Writing |
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