ArticleAssessment for effective intervention : official journal of the Council for Educational Diagnostic Services2019
Relationship Between Children's Lexical Diversity in Written Narratives and Performance on a Standardized Reading Vocabulary Measure.
Article in Assessment for effective intervention : official journal of the Council for Educational Diagnostic Services, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed.
- Measurement of Lexical Diversity in Children's Spoken Language: Computational and Conceptual Considerations.Frontiers in psychology · 2022Article
- Average One Year Change in Lexical Measures of Written Narratives for School Age Students.Reading & writing quarterly : overcoming learning difficulties · 2020Article
- Grade Level Expectations in Lexical Measures and Accuracy of Written Narrative Samples.Journal of child language acquisition and development · 2017Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
Abstract
The purpose of this study was to examine construct validity of methods of calculating lexical diversity in written narrative samples relative to children's performance on a reading vocabulary measure. For 234 children in 1st-5th grade, written narratives were examined and compared between grades for number of different words (NDW), total words (TNW), NDW in a truncated 50 word sample, and type token ratio (TTR). The relationship between lexical diversity in written narratives and a standardized reading vocabulary measure (GMRT-4) was analyzed by comparing correlations. Grade differences were observed in measures of lexical diversity and productivity. Lexical diversity showed a significant moderate correlation with the GMRT-4. NDW had a stronger relationship to GMRT-4 scores than TTR for participants in first and second grade. Considering length (TNW, NDW constrained to 50 words, or TTR) did not result in a stronger relationship with reading vocabulary. Following additional study establishing probe equivalence, NDW in written narratives may be an efficient, educationally relevant, marker of language maturity and a good predictor of performance on a standardized reading vocabulary measure.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.