The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students

Olinghouse, Natalie G.; Leaird, Jacqueline T.

doi:10.1007/s11145-008-9124-z

Cited by 116 publications

(89 citation statements)

References 38 publications

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“…The findings confirmed and extended the previous reports on the relations between written vocabulary, compositional fluency, and writing quality (e.g., Olinghouse & Leaird, 2009). In this study, in addition to written vocabulary and compositional fluency, organisational quality also made unique contributions to children's writing quality over and above spelling skills.…”

Section: The Contributions Of Written Vocabulary Organisational Qualsupporting

confidence: 91%

“…For instance, in a study with predominantly L1 learners, Olinghouse and Leaird (2009) found that the diversity of written vocabulary along with compositional fluency (total number of written words) were the strongest predictors of children's overall writing quality. To date, no study has examined these relationships with L2 learners.…”

Section: Dimensions Of Written Expression 2010mentioning

confidence: 99%

“…The word count is a widely used index of writing fluency (also referred to as productivity or compositional length) and has been found to correlate with writing quality in diverse populations (e.g., Graham, Berninger, Abbot, Abbot, & Whitaker, 1997;Malecki & Jewell, 2003;Olinghouse & Leaird, 2009). …”

Section: Dimensions Of Written Expressionmentioning

confidence: 99%

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The dimensions of written expression: Language group and gender differences

Babayiğit

2015

Learning and Instruction

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Section: The Contributions Of Written Vocabulary Organisational Qualsupporting

confidence: 91%

Section: Dimensions Of Written Expression 2010mentioning

confidence: 99%

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The dimensions of written expression: Language group and gender differences

Babayiğit

2015

Learning and Instruction

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“…Isaacson (1988) defined vocabulary as the originality and maturity of a student's choice of words and identified it as one of the five principal components that emerge from every major theory of written language. Diverse word usage is one of the most consistent predictors of both narrative and expository writing quality (Olinghouse & Compton, 2009;Olinghouse & Leaird, 2009). Little research, however, is available to inform instruction about word choice in writing.…”

Section: Vocabularymentioning

confidence: 99%

Effective Writing Instruction for Students Who Have Writing Difficulties

Santangelo¹,

Olinghouse²

2017

Exceptional

Self Cite

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Writing well is not just an option for young people-it is a necessity. Along with reading comprehension, writing skill is a predictor of academic success and a basic requirement for participation in civic life and in the global economy. Yet every year in the United States large numbers of adolescents graduate from high school unable to write at the basic levels required by colleges or employers.... Because the definition of literacy includes both reading and writing skills, poor writing proficiency should be recognized as an intrinsic part of this national literacy crisis. (Graham & Perin, 2007b, p. 3) As Graham and Perin (2007b) assert, the ability to compose represents a fundamental and essential competency for children and adults alike. Writing is one of the most powerful tools we have for learning and for demonstrating what we know. Therefore, difficulties with writing create significant barriers in education, employment, and other life pursuits (Graham, 2006b).Despite the importance of writing, assessment data indicate that we are not yet highly effective at helping students gain the critical knowledge and skills required for competent narrative, expository, and persuasive prose. For example, according to the 2007 National Assessment of Educational Progress (NAEP), only 33% of eighth graders and 24% of 12th-graders were classified as proficient writers (Salahu-Din, Persky, & Miller, 2008). The NAEP data further documented that students with disabilities are at particularly high risk for writing difficulties, as the percentage of eighth-and 12th-grade students with disabilities classified as "proficient" writers was 6% and 5%, respectively (see , for a review of research related to writing difficulties among students with disabilities).In this article, we offer a synthesis of contemporary qualitative and quantitative research related to one of the most critical elements vis-à-vis improving struggling writers' performance: effective writing instruction. To facilitate understanding and implementation of the findings from what is, ináeed, a substantial body of literature, we have organized our discussion into four overarching recommendations:1. Establish the context for effective writing instruction. 2. Use research-based instructional methods and practices. 3. Teach writing strategies. 4. Teach word-, sentence-, and paragraph-level skills.

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“…Others in the research community have focused on this same question (Olinghouse & Leaird, 2009;Olinghouse & Wilson, 2013).…”

Section: Assessment Of Early Literacymentioning

confidence: 99%

Lexical standards for expository writing at Grade 3:The transition from early literacy to academic literacy

Roessingh

2017

L & L

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This article reports on an investigation of vocabulary thresholds in Grade 3 children's writing samples across four quality standards scored by way of a trait-based rubric. The students attend a publically funded school jurisdiction of choice within a large urban setting and are average achievers on provincially mandated student learning assessments of reading and writing in Grade 3. Both quantitative and qualitative methods were used to analyze the first draft writing (N=222) in response to an expository prompt. A quota sampling strategy was used to create a learner corpus comprised of 20 papers for each of the four quality standards. Online lexical profiling tools were used to generate indices of lexical variability. Distinct differences in vocabulary use were noted between quality standards, in particular the ability to access low frequency words among the samples judged of excellent quality. Pedagogical implications emerge for classroom practitioners to address the language learning needs of linguistically vulnerable youngsters.

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The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students

Cited by 116 publications

References 38 publications

The dimensions of written expression: Language group and gender differences

The dimensions of written expression: Language group and gender differences

Effective Writing Instruction for Students Who Have Writing Difficulties

Lexical standards for expository writing at Grade 3:The transition from early literacy to academic literacy

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