It's in the Way That You Use It: How Vocabulary Knowledge and Usage Predict Writing Quality Among Adult Basic Education Learners.

Cheryl S Lavigne, Kathryn A Tremblay, Katherine S Binder

Abstract read

In one paragraph

Article in Journal of psycholinguistic research, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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1 · What the graph read from it

What it found

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2 · The registry

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3 · Its place in the literature

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0 citing papers in PubMed.

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4 · The record

Corrections and comments

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5 · Who and what money

Authors and funding

3 authors.

Cheryl S LavigneDepartment of Psychology and Education, Mount Holyoke College, South Hadley, MA, 01075, USA.ORCID http://orcid.org/0000-0002-0796-430X

Kathryn A TremblayDepartment of Psychology and Education, Mount Holyoke College, South Hadley, MA, 01075, USA.

Katherine S BinderDepartment of Psychology and Education, Mount Holyoke College, South Hadley, MA, 01075, USA. kbinder@mtholyoke.edu.

Funding

Low-Literate Adult Learners and Morphological Processes: A Multi-skills ApproachR15HD067755 · NICHD · MOUNT HOLYOKE COLLEGE · PI BINDER, KATHY SUSAN · 2011 to 2025

$1.9M

Eunice Kennedy Shriver National Institute of Child Health and Human Development R15HD067755NICHD NIH HHS R15 HD067755

6 · The paper itself

Abstract

The goal of this study was to describe how underlying vocabulary knowledge manifests into vocabulary usage, and in turn, how usage predicts writing quality among adult basic education (ABE) learners. ABE learners were administered tasks that measured vocabulary knowledge, in the forms of both vocabulary breadth and depth. Participants were also given a composition writing task, and these samples were evaluated for overall writing quality and vocabulary usage. A mediating model was constructed to describe the relationships among variables. This model indicates that vocabulary depth is predictive of writing quality through the mediating variable of vocabulary usage after controlling for the direct contribution of vocabulary breadth. We found no evidence that vocabulary breadth contributes to writing quality when controlling for vocabulary depth and vocabulary usage. The results of the study reveal important relationships among vocabulary knowledge and vocabulary usage in written work that warrants further investigation in developing learners.

Indexed as

VocabularyWritingAdultHumansAdult educationVocabularyVocabulary breadthVocabulary depthWriting skills

Identifiers

PMID35524832

DOI10.1007/s10936-022-09877-5

PMCPMC9588499

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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.