ERIC Number: EJ1003980
Record Type: Journal
Publication Date: 2013-Jan
Abstractor: As Provided
Reference Count: 0
Vocabulary Use across Genres: Implications for Students with Complex Communication Needs
Clendon, Sally A.; Sturm, Janet M.; Cali, Kathleen S.
Language, Speech, and Hearing Services in Schools, v44 n1 p61-72 Jan 2013
Purpose: This study examined the vocabulary words and multiword sequences used by 124 typically developing kindergarten and 1st-grade students when they wrote about self-selected topics. The study extends previous research by examining the vocabulary used in different genres. Method: A total of 457 writing samples were analyzed. The samples were classified according to 9 genres and were analyzed using the Child Language Analysis (MacWhinney, 2006) software program. Results: The authors found that 140 words represented 70% of the vocabulary produced. The most common genre types were narrative recounts and opinions. The patterns of frequency for words and multiword sequences varied across genres. The degree of variation was greater for particular vocabulary words. For instance, the word "going" was used predominantly in 1 genre. In contrast, the word "mom" was used in every genre except 3. The structure words tended to be used with high frequency across genres. Conclusion: The word lists generated can be used to inform vocabulary selection, organization, and instruction for students with complex communication needs who are beginning writers.
Descriptors: Vocabulary, Word Frequency, Language Usage, Kindergarten, Grade 1, Elementary School Students, Child Language, Writing (Composition), Communication Problems, Literary Genres
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: firstname.lastname@example.org; Web site: http://lshss.asha.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Kindergarten; Primary Education
Authoring Institution: N/A