Using Lexical Profiling Tools to Investigate Children’s Written Vocabulary in Grade 3: An Exploratory Study

Roessingh, Hetty; Elgie, Susan; Kover, Pat

doi:10.1080/15434303.2014.936603

Cited by 10 publications

(8 citation statements)

References 17 publications

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“…Given the challenges of identifying language and speech difficulties in the classroom context a tool would be a useful resources to profile children's concurrent language learning needs. This would be consistent with other approaches toward profiling needs (Everatt et al, 2008;Roessingh et al, 2015), provided that the limitations in such approaches are addressed (Lindsay and Lewis, 2003;Lindsay et al, 2004). The broader conceptualization of language learning needs should include written language skills that can provide additional leverage in identifying children's language learning needs.…”

Section: The Way Forwardsupporting

confidence: 61%

Children with Speech Language and Communication Needs in England: Challenges for Practice

et al. 2017

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Teachers and speech and language therapists (SLTs) share concern about children's speech, language, and communication needs (SLCNs) but they have different foci because of their professional roles. Contemporary research has identified the challenges to schools when meeting the needs of children with SLCN, highlighted terminological controversies, and has increased opportunities for professional development. The views of 170 Educationalists and SLT professionals in England about SLCN, and the children's associated needs were compared for similarities and differences in an online survey that employed both categorical responses and Likert scales. Comparisons were made between teacher and SLT groups and between SLTs working in schools and clinics. There were few significant differences between the views of SLTs in clinics and education. In contrast, there were often large and significant differences between teachers and SLTs. Education professionals were less familiar with terminology related to speech difficulties, did not discriminate between behaviors that might differentiate speech from language difficulties and varied in the ratings given about other associated difficulties. Additionally, education professionals showed awareness of academic and behavior difficulties associated with language difficulties and highlighted associated problems with reading and writing. SLTs felt confident in their understanding of the relevant terminology but there was less clarity in the features that discriminated speech from language difficulties. Both the Educationalists and SLTs valued additional training needs with over 50% of the Education staff reporting that they had no training in SLCN. The lack of clarity about the language markers of SLCN by teachers and the requests for tools to help in the identification of speech and language problems in school-age children are important areas to address. Both SLTs and Education staff emphasized the co-occurrence of difficulties with reading comprehension and written text production, highlighting the importance of profiling children's language learning needs rather than a reliance on diagnostic categories.

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Section: The Way Forwardsupporting

confidence: 61%

Children with Speech Language and Communication Needs in England: Challenges for Practice

et al. 2017

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“…As children progress into secondary school, there is a greater use of low frequency words and increased diversity in vocabulary chosen resulting in more use of the "academic" words demanded by the various secondary school subjects. Advanced writing is associated with greater use of different words (Beard, 2000), low-frequency words (Roessingh, Elgie, & Kover, 2015), adjectives (Wells & Chang, 1986), and adverbs and adverbial phrases (Perera, 1984).…”

Section: Introductionmentioning

confidence: 99%

Written verb use and diversity in children with Developmental Language Disorder: stepping stones to academic writing

2019

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“…In other words, poor text generation and comprehension could both be caused by a lack of vocabulary knowledge (Lee, 2003). To examine the relationship between lexical diversity, indicating vocabulary knowledge, and holistic markings of a composition, Roessingh et al (2015) asked 77 third-grade students in Canada to write a composition on a given prompt. Lexical diversity was assessed by corpus-based analysis through high-andlow-frequency words.…”

Section: Orthographic Awarenessmentioning

confidence: 99%

Cognitive Predictors of Coherence in Adult ESL Learners’ Writing

Saeed

Everatt

Sadeghi³

et al. 2022

JLE

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Background. Coherence is considered one of the most important qualities of written discourse. Despite its fundamental importance, it is still considered a fuzzy and abstract concept in most English Second Language (ESL) contexts. Consequently, many ESL learners struggle to produce a coherent text. Morphological, phonological, orthographic awareness, vocabulary knowledge, and grammatical competence have been identified as predictors of writing quality in novice writers. There is, however, a lack of data to assess whether such linguistic skills also predict coherence in adult ESL learners’ writing. Purpose. The purpose of the study was to find out the relationships among a set of linguistic skills measures which included morphological, phonological, orthographic awareness, vocabulary knowledge and grammatical competence and coherence in adult ESL learners’ writing. Methods. To testify to the potential predictors of coherence in ESL writing, adult university students (126) were assessed by the measures of the linguistic skills mentioned above in addition to four measures of coherence: two relatively reader-based measures (ILETS and the Holistic Coherence Scale) and two relatively text-based measures (Topical Structure Analysis and Topic Based Analysis). All measures of the study were proved valid and reliable. Results. The findings revealed that vocabulary knowledge, morphological awareness, and grammatical competence were related to the coherence measures, particularly the reader-based measures. In contrast, measures of phonological and orthographic awareness generally did not correlate with the coherence measures. Implication. Reasons for the associations among the variables of the study were discussed and areas for future research were offered.

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Using Lexical Profiling Tools to Investigate Children’s Written Vocabulary in Grade 3: An Exploratory Study

Cited by 10 publications

References 17 publications

Children with Speech Language and Communication Needs in England: Challenges for Practice

Children with Speech Language and Communication Needs in England: Challenges for Practice

Written verb use and diversity in children with Developmental Language Disorder: stepping stones to academic writing

Cognitive Predictors of Coherence in Adult ESL Learners’ Writing

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