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Authordc.contributor.authorGómez Vera, Gabriela 
Authordc.contributor.authorSotomayor Echeñique, Carmen 
Authordc.contributor.authorBedwell, Percy 
Authordc.contributor.authorDomínguez, Ana María 
Authordc.contributor.authorJéldrez, Elvira 
Admission datedc.date.accessioned2017-01-12T20:10:49Z
Available datedc.date.available2017-01-12T20:10:49Z
Publication datedc.date.issued2016
Cita de ítemdc.identifier.citationRead Writ (2016) 29:1317–1336es_ES
Identifierdc.identifier.other10.1007/s11145-016-9637-9
Identifierdc.identifier.urihttp://repositorio.uchile.cl/handle/2250/142408
Abstractdc.description.abstractFew studies have addressed vocabulary quality in developing writing skill in Spanish. Even less addressed it within the Chilean educational system. The specific objective of this study was to characterize, using a comprehensive set of indicators, the quality of the vocabulary produced by Chilean 4th grade students. Based on a national writing survey, a sample of 2056 texts written by 685 students was collected (narrative, persuasive, and informative texts). Current literature defines lexical quality as a composite of diverse factors that, while distinct, are interrelated. To represent the properties of the vocabulary, a set of indicators were selected: (a) lexical diversity; (b) lexical sophistication; and (c) lexical density. Using multilevel modeling (students and schools as levels 1 and 2) to explain a global writing score we found that diversity was a significant determinant for narrative and persuasive texts, density was a significant determinant for the three genres and sophistication was a significant determinant for narrative and expository text. In addition, indicators related to gender and socioeconomic conditions were only significant determinants of narrative stories. The parts of speech most often used also varied according to the purpose of each text. In all genres, words had a short extension and were very sensitive to the input presented in the stimuli. These results imply a significant challenge to this education system: how to promote the development of vocabulary in all children in order to support language learning.es_ES
Patrocinadordc.description.sponsorshipPIA-CONICYT Basal Funds for Centers of Excellence Project BF0003 CONICYT Project of Insertion of Advanced Human Capital in the Academy 79112008es_ES
Lenguagedc.language.isoenes_ES
Publisherdc.publisherSpringeres_ES
Type of licensedc.rightsAttribution-NonCommercial-NoDerivs 3.0 Chile*
Link to Licensedc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/*
Sourcedc.sourceReading and Writinges_ES
Keywordsdc.subjectWritinges_ES
Keywordsdc.subjectVocabularyes_ES
Keywordsdc.subjectLexical diversityes_ES
Keywordsdc.subjectLexical sophisticationes_ES
Keywordsdc.subjectLexical densityes_ES
Títulodc.titleAnalysis of lexical quality and its relation to writing quality for 4th grade, primary school students in Chilees_ES
Document typedc.typeArtículo de revistaes_ES
Catalogueruchile.catalogadorlajes_ES
Indexationuchile.indexArtículo de publicación ISIes_ES


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Attribution-NonCommercial-NoDerivs 3.0 Chile
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 Chile