Pub Date : 2021-06-07DOI: 10.1080/02103702.2021.1926678
Alfredo Bautista
ABSTRACT While the acronym STEAM — Science, Technology, Engineering, Arts, Mathematics — has become a buzzword in educational settings, STEAM education is still at an early stage in its development. In fact, many consider the promotion of STEAM education as being based on relatively weak empirical grounds. This special issue responds to the need for additional evidence regarding STEAM’s validity and effectiveness. In the first part of this article, the STEAM construct is defined, with its origin, characteristics and various models described. The barriers that hinder or prevent its application in the classroom are also analysed. The second part presents the six articles included in the special issue. The first article analyses the theoretical bases of STEAM education. It is followed by five empirical studies: two are contextualized within primary education, two within secondary education and one final study on STEAM teacher education. We trust that this series of studies will contribute to further developing the theoretical, epistemological and practical frameworks underpinning STEAM education.
{"title":"STEAM education: contributing evidence of validity and effectiveness (Educación STEAM: aportando pruebas de validez y efectividad)","authors":"Alfredo Bautista","doi":"10.1080/02103702.2021.1926678","DOIUrl":"https://doi.org/10.1080/02103702.2021.1926678","url":null,"abstract":"ABSTRACT While the acronym STEAM — Science, Technology, Engineering, Arts, Mathematics — has become a buzzword in educational settings, STEAM education is still at an early stage in its development. In fact, many consider the promotion of STEAM education as being based on relatively weak empirical grounds. This special issue responds to the need for additional evidence regarding STEAM’s validity and effectiveness. In the first part of this article, the STEAM construct is defined, with its origin, characteristics and various models described. The barriers that hinder or prevent its application in the classroom are also analysed. The second part presents the six articles included in the special issue. The first article analyses the theoretical bases of STEAM education. It is followed by five empirical studies: two are contextualized within primary education, two within secondary education and one final study on STEAM teacher education. We trust that this series of studies will contribute to further developing the theoretical, epistemological and practical frameworks underpinning STEAM education.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"23 1","pages":"755 - 768"},"PeriodicalIF":0.8,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83997595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/02103702.2021.1888490
Elisabet Serrat, Anna Amadó, Aina Bonet, Sara Feijóo, Eva Aguilar-Mediavilla
ABSTRACT Previous research indicates that developmental contexts influence language development. These developmental contexts include bilingualism, which is the focus of the current paper. This study analyses the influence that the acquisition of a language, Catalan, has when the simultaneous acquisition of another similar language, Spanish, occurs. This influence is examined according to degree of exposure to the languages. The parents of 801 children completed the Catalan version of the MacArthur-Bates CDI-II questionnaire, which assesses the acquisition of vocabulary, morphology and grammatical complexity. Subjects were divided into three groups according to age and linguistic context (Catalan monolingual, medium bilingual and familiar bilingual). The results do not reveal substantial differences according to linguistic context. However, children aged 26–30 months with a medium bilingual profile show a higher level of vocabulary as compared to the other groups. The results are discussed in relation to the sociolinguistic context, caregiver diversity, typological distance between the languages and developmental stages of language acquisition.
{"title":"Growing up in a socially bilingual environment: simultaneous acquisition of a typologically close language (Crecer en un entorno social bilingüe: adquisición de una lengua de forma simultánea a otra lengua tipológicamente similar)","authors":"Elisabet Serrat, Anna Amadó, Aina Bonet, Sara Feijóo, Eva Aguilar-Mediavilla","doi":"10.1080/02103702.2021.1888490","DOIUrl":"https://doi.org/10.1080/02103702.2021.1888490","url":null,"abstract":"ABSTRACT Previous research indicates that developmental contexts influence language development. These developmental contexts include bilingualism, which is the focus of the current paper. This study analyses the influence that the acquisition of a language, Catalan, has when the simultaneous acquisition of another similar language, Spanish, occurs. This influence is examined according to degree of exposure to the languages. The parents of 801 children completed the Catalan version of the MacArthur-Bates CDI-II questionnaire, which assesses the acquisition of vocabulary, morphology and grammatical complexity. Subjects were divided into three groups according to age and linguistic context (Catalan monolingual, medium bilingual and familiar bilingual). The results do not reveal substantial differences according to linguistic context. However, children aged 26–30 months with a medium bilingual profile show a higher level of vocabulary as compared to the other groups. The results are discussed in relation to the sociolinguistic context, caregiver diversity, typological distance between the languages and developmental stages of language acquisition.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"12 1","pages":"336 - 369"},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75211158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/02103702.2021.1889290
A. Taverna
Abstract This paper provides the first evidence of maternal speech — motherese — in Wichi, an indigenous language with a complex morphology spoken in the Gran Chaco region of Argentina. The corpus consists of 22 hours of video recordings from the daily life of three children, starting from their one-morpheme utterance period (MLU = 1) to the onset of combining early morphemes (MLU = 2.30). Employing a mixed methodological approach, results allowed us: (a) to create an observational system of specific categories for the analysis of the maternal speech in Wichi; (b) to identify motherese in Wichi, noticeably stable across cases and organized into constellations of lexical, pragmatic-discursive and prosodic features with changes and continuities during the developmental target period. The results are discussed cross-culturally in the light of a renewed cultural approach, while limitations and future directions are addressed.
{"title":"Motherese in the Wichi Language (El maternés en la lengua wichí)","authors":"A. Taverna","doi":"10.1080/02103702.2021.1889290","DOIUrl":"https://doi.org/10.1080/02103702.2021.1889290","url":null,"abstract":"Abstract This paper provides the first evidence of maternal speech — motherese — in Wichi, an indigenous language with a complex morphology spoken in the Gran Chaco region of Argentina. The corpus consists of 22 hours of video recordings from the daily life of three children, starting from their one-morpheme utterance period (MLU = 1) to the onset of combining early morphemes (MLU = 2.30). Employing a mixed methodological approach, results allowed us: (a) to create an observational system of specific categories for the analysis of the maternal speech in Wichi; (b) to identify motherese in Wichi, noticeably stable across cases and organized into constellations of lexical, pragmatic-discursive and prosodic features with changes and continuities during the developmental target period. The results are discussed cross-culturally in the light of a renewed cultural approach, while limitations and future directions are addressed.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"49 1","pages":"303 - 335"},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83756624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/02103702.2021.1889289
Marta Casla, Silvia Nieva, Eva Murillo, Rebeca Moreno, Jessica Rodríguez, Celia Méndez-Cabezas
ABSTRACT Spontaneous verbal repetition is part of early adult–child conversational interchanges. However, most of the studies devoted to verbal repetition analyse child-produced and adult-produced repetition independently. The aim of this study is to analyse verbal repetition sequences that are extended by children and adults participating in turns. We carried out a longitudinal study of 17 parent–child dyads, which included children from the ages of 21 to 30 months. Results show that the frequency of these sequences decreases in the older age range, while the frequency of simple verbal repetitions increases. Participation in repetition sequences is related to the lexical and grammatical development that occurs within the younger ages. Verbal repetition sequences are discussed in terms of their role in early interactions, since they promote attention to the interlocutor and the co-construction of linguistic structures.
{"title":"The role of spontaneous verbal repetition sequences as shared discourse in early linguistic development (Las secuencias de repetición verbal espontánea como formas de discurso compartido en el desarrollo lingüístico temprano)","authors":"Marta Casla, Silvia Nieva, Eva Murillo, Rebeca Moreno, Jessica Rodríguez, Celia Méndez-Cabezas","doi":"10.1080/02103702.2021.1889289","DOIUrl":"https://doi.org/10.1080/02103702.2021.1889289","url":null,"abstract":"ABSTRACT Spontaneous verbal repetition is part of early adult–child conversational interchanges. However, most of the studies devoted to verbal repetition analyse child-produced and adult-produced repetition independently. The aim of this study is to analyse verbal repetition sequences that are extended by children and adults participating in turns. We carried out a longitudinal study of 17 parent–child dyads, which included children from the ages of 21 to 30 months. Results show that the frequency of these sequences decreases in the older age range, while the frequency of simple verbal repetitions increases. Participation in repetition sequences is related to the lexical and grammatical development that occurs within the younger ages. Verbal repetition sequences are discussed in terms of their role in early interactions, since they promote attention to the interlocutor and the co-construction of linguistic structures.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"1 1","pages":"401 - 438"},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75616937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/02103702.2021.1889800
C. Rosemberg, A. Stein
ABSTRACT In this introduction to the special issue Child Language and Development Contexts we present the main aspects of the childhood development research field, where studies in the last decades have demonstrated the centrality of context in the configuration of childhood experiences, as well as its contribution to linguistic development. We identify the most relevant findings in these investigations, along with less studied aspects that motivate this special issue. Next, we present the six studies that comprise this issue. The articles examine the contexts of everyday childhood life in diverse populations, and they focus on social, cultural and linguistic differences as well as the interactional and discourse dimensions that shape the situational contexts in which language develops. From different theoretical and methodological frameworks, the studies analyse the impact of these contextual dimensions on linguistic development. In the prospectives article, M. Soderstrom discusses the development of innovative technologies that allow the recording of extensive audio files, facilitating the development of cross-cultural and ecological studies on linguistic experiences and language development.
{"title":"Child language and development contexts (Lenguaje infantil y contextos de desarrollo)","authors":"C. Rosemberg, A. Stein","doi":"10.1080/02103702.2021.1889800","DOIUrl":"https://doi.org/10.1080/02103702.2021.1889800","url":null,"abstract":"ABSTRACT In this introduction to the special issue Child Language and Development Contexts we present the main aspects of the childhood development research field, where studies in the last decades have demonstrated the centrality of context in the configuration of childhood experiences, as well as its contribution to linguistic development. We identify the most relevant findings in these investigations, along with less studied aspects that motivate this special issue. Next, we present the six studies that comprise this issue. The articles examine the contexts of everyday childhood life in diverse populations, and they focus on social, cultural and linguistic differences as well as the interactional and discourse dimensions that shape the situational contexts in which language develops. From different theoretical and methodological frameworks, the studies analyse the impact of these contextual dimensions on linguistic development. In the prospectives article, M. Soderstrom discusses the development of innovative technologies that allow the recording of extensive audio files, facilitating the development of cross-cultural and ecological studies on linguistic experiences and language development.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"28 1","pages":"259 - 268"},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78316100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/02103702.2021.1888489
Florencia Alam, Laura Ramírez, M. Migdalek
ABSTRACT This present research analyses the linguistic environmental setting in homes of children under the age of two years from different social groups and looks at the extent to which the speech from other children contributes to shaping that environment. The corpus includes recordings of spontaneous speech from middle-class households in residential urban areas, from lower socioeconomic classes in marginalized urban areas and from impoverished semi-rural areas. Beta regressions were used to estimate whether place of residence could explain the proportion of words from other children that were directed, as well as those that were not directed, towards the child under study. The results showed that children from impoverished semi-rural areas and children from residential areas hear a higher proportion of non-directed words than children from marginalized urban areas. However, when child-directed speech is considered, the two lower socioeconomic groups, urban and semi-rural, hear a higher proportion of words than their residential peers. These results reveal heterogeneity within social groups.
{"title":"Other children’s words in the linguistic environment of infants and young children from distinct social groups in Argentina (Las palabras de otros niños en el entorno lingüístico de bebés y niños pequeños de distintos grupos sociales de Argentina)","authors":"Florencia Alam, Laura Ramírez, M. Migdalek","doi":"10.1080/02103702.2021.1888489","DOIUrl":"https://doi.org/10.1080/02103702.2021.1888489","url":null,"abstract":"ABSTRACT This present research analyses the linguistic environmental setting in homes of children under the age of two years from different social groups and looks at the extent to which the speech from other children contributes to shaping that environment. The corpus includes recordings of spontaneous speech from middle-class households in residential urban areas, from lower socioeconomic classes in marginalized urban areas and from impoverished semi-rural areas. Beta regressions were used to estimate whether place of residence could explain the proportion of words from other children that were directed, as well as those that were not directed, towards the child under study. The results showed that children from impoverished semi-rural areas and children from residential areas hear a higher proportion of non-directed words than children from marginalized urban areas. However, when child-directed speech is considered, the two lower socioeconomic groups, urban and semi-rural, hear a higher proportion of words than their residential peers. These results reveal heterogeneity within social groups.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"15 1","pages":"269 - 302"},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87503134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/02103702.2021.1888474
Melanie Soderstrom
ABSTRACT Emerging audio technologies over the last decade have provided a new, unprecedented window into the everyday lives of infants and young children. These new approaches will allow us to begin to address longstanding questions about the nature of language experiences across languages, communities and situations and the role of these experiences in language development across contexts. Here, I discuss the primary technology, LENA®, as well as more recent technological developments, and some of the recent findings in this domain. I also describe recent efforts to leverage these capabilities towards a much broader vision of exploring diverse child language experiences using largescale collaborative efforts.
{"title":"Analysis of children’s everyday language experiences using longform audio: promises and pitfalls (Análisis de las experiencias lingüísticas cotidianas de niños y niñas utilizando audio de formato largo: posibles ventajas y dificultades)","authors":"Melanie Soderstrom","doi":"10.1080/02103702.2021.1888474","DOIUrl":"https://doi.org/10.1080/02103702.2021.1888474","url":null,"abstract":"ABSTRACT Emerging audio technologies over the last decade have provided a new, unprecedented window into the everyday lives of infants and young children. These new approaches will allow us to begin to address longstanding questions about the nature of language experiences across languages, communities and situations and the role of these experiences in language development across contexts. Here, I discuss the primary technology, LENA®, as well as more recent technological developments, and some of the recent findings in this domain. I also describe recent efforts to leverage these capabilities towards a much broader vision of exploring diverse child language experiences using largescale collaborative efforts.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"57 1","pages":"477 - 501"},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77143944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/02103702.2021.1888494
Cecilia Rojas-Nieto
ABSTRACT This study’s objective is to analyse repair sequences for referring problems that occur in conversation with young children (two to three years old), which have shown how reference recognition unfolds along a collaborative process. The results reveal that caretakers frame varying repair questions and that the children locally answer the caretakers’ questions, tending to display specific responses for specific repair frames: they either repeat their previous expression or utilize diverse, more informative expressions. Jointly considered, the contributions from children and caretakers display an informational equilibrium characteristic of parallel sequences in adult interactions. The repair sequences clearly attest to the children’s attention to the conversational exchange, the gradual reference optimization in their successive contributions and the delay in conversational progressivity with regard to the primary goal of achieving reference recognition.
{"title":"Interactional sequences: child–adult collaboration in solving referring problems (Secuencias interlocutivas: colaboración adulto-niño en la solución de problemas referenciales)","authors":"Cecilia Rojas-Nieto","doi":"10.1080/02103702.2021.1888494","DOIUrl":"https://doi.org/10.1080/02103702.2021.1888494","url":null,"abstract":"ABSTRACT This study’s objective is to analyse repair sequences for referring problems that occur in conversation with young children (two to three years old), which have shown how reference recognition unfolds along a collaborative process. The results reveal that caretakers frame varying repair questions and that the children locally answer the caretakers’ questions, tending to display specific responses for specific repair frames: they either repeat their previous expression or utilize diverse, more informative expressions. Jointly considered, the contributions from children and caretakers display an informational equilibrium characteristic of parallel sequences in adult interactions. The repair sequences clearly attest to the children’s attention to the conversational exchange, the gradual reference optimization in their successive contributions and the delay in conversational progressivity with regard to the primary goal of achieving reference recognition.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"56 1","pages":"439 - 476"},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90920853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/02103702.2020.1848089
Sara Zadunaisky-Ehrlich, Batia Seroussi, Anat Stavans
ABSTRACT Spelling errors are considered a paramount criterion in the evaluation of written texts. The present study aimed: (a) to describe the developmental path of spelling errors in expository texts written by Hebrew-speaking children from the second to fifth grades and (b) to reveal the predictive power of cognitive, linguistic and reading variables on spelling accuracy. To this end, each child wrote three expository texts and completed a battery of tasks. Spelling errors were identified and classified into various categories. Findings revealed a consistent decrease in spelling errors as age increased with a greater leap from the third grade on. Proficiency in reading fluency (as measured by rate and accuracy) and good reading comprehension skills significantly reduced the chance of producing spelling errors of any kind. Additional variables, such as lexical knowledge, also contributed to explaining the reduction of spelling errors in content Hebrew words. Our findings of mutual relations clearly support the connectionist and comprehensive approach to spelling that incorporates various linguistic and literacy dimensions in order to reach the goal of correct spelling.
{"title":"Predictors of spelling errors in expository texts written by Hebrew-speaking elementary school children (Predictores de errores ortográficos en textos expositivos escritos por alumnos de habla hebrea en escuela primaria)","authors":"Sara Zadunaisky-Ehrlich, Batia Seroussi, Anat Stavans","doi":"10.1080/02103702.2020.1848089","DOIUrl":"https://doi.org/10.1080/02103702.2020.1848089","url":null,"abstract":"ABSTRACT Spelling errors are considered a paramount criterion in the evaluation of written texts. The present study aimed: (a) to describe the developmental path of spelling errors in expository texts written by Hebrew-speaking children from the second to fifth grades and (b) to reveal the predictive power of cognitive, linguistic and reading variables on spelling accuracy. To this end, each child wrote three expository texts and completed a battery of tasks. Spelling errors were identified and classified into various categories. Findings revealed a consistent decrease in spelling errors as age increased with a greater leap from the third grade on. Proficiency in reading fluency (as measured by rate and accuracy) and good reading comprehension skills significantly reduced the chance of producing spelling errors of any kind. Additional variables, such as lexical knowledge, also contributed to explaining the reduction of spelling errors in content Hebrew words. Our findings of mutual relations clearly support the connectionist and comprehensive approach to spelling that incorporates various linguistic and literacy dimensions in order to reach the goal of correct spelling.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":" 86","pages":"117 - 149"},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02103702.2020.1848089","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72378871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/02103702.2020.1848088
Batia Seroussi, Anat Stavans, Sara Zadunaisky-Ehrlich
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.
{"title":"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)","authors":"Batia Seroussi, Anat Stavans, Sara Zadunaisky-Ehrlich","doi":"10.1080/02103702.2020.1848088","DOIUrl":"https://doi.org/10.1080/02103702.2020.1848088","url":null,"abstract":"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.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"12 1","pages":"47 - 81"},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81339918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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