Relations between literacy-related abilities and the lexical quality of expository texts of Hebrew-speaking children

• Seroussi, Batia ^[1] ; Stavans, Anat ^[2] ; Zadunaisky-Ehrlich, Sara ^[2]
  1. [1] Levinsky College of Education

     Levinsky College of Education

     Israel

     
  2. [2] Beit Berl Academic College
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 44, Nº 1, 2021 (Ejemplar dedicado a: A multidimensional perspective on written language development / Una perspectiva multidimensional del desarrollo del lenguaje escrito), págs. 47-81
• Idioma: inglés
• DOI: 10.1080/02103702.2020.1848088
• Títulos paralelos:
  • Relaciones entre habilidades relacionadas con el aprendizaje de la lengua escrita y la calidad léxica de los textos expositivos de niños hebreo-parlantes
• Enlaces
  • Texto completo
• Resumen
  • español

    En este estudio se pretende explorar el léxico avanzado, uno de los distintivos de la calidad textual. Para ello, se analizó el léxico avanzado utilizado por una muestra de escolares hebreoparlantes en la producción de dos tipos de texto, uno descriptivo y uno argumentativo. El estudio tenía un objetivo doble: el primero era trazar el trayecto de desarrollo del uso de léxico avanzado en la redacción de textos académicos; el segundo era investigar las relaciones entre habilidades relacionadas con el aprendizaje de la lengua escrita y el uso de un léxico avanzado en los textos. La muestra estaba formada por 292 escolares israelíes (de 2º, 3º, 4º y 5º curso) que completaron una serie de pruebas lingüísticas, cognitivas, de lectura y ortografía y produjeron dos textos descriptivos y dos textos argumentativos. En los análisis de los textos se evaluaron la abstracción de los nombres, el uso de verbos de estado interno y la complejidad morfológica de los adjetivos. Los resultados muestran un incremento tanto de las habilidades de aprendizaje de la lengua escrita como de la calidad léxica de los textos relacionado con la edad. Además, las interacciones observadas entre la calidad léxica, la edad y el género textual sugieren que la calidad textual es dinámica y está determinada por una serie de factores diferenciales relacionados con la edad y con la adquisición de la lengua escrita.

  • English

    This study sought to explore the advanced lexicon, one of the hallmarks of text quality. To this end, we analysed the advanced lexicon deployed in the production of two types of texts — a descriptive and an argumentative — by Hebrew-speaking school children. Our study had two goals, the first to trace the developmental path of the use of advanced lexicon in writing scholastic types of texts. The second goal was to investigate the relations between literacy-related abilities and the use of advanced lexicon in writing. Accordingly, 292 Israeli grade-school children (second-, third-, fourth- and fifth-graders) were administered a linguistic, cognitive, reading and spelling test battery and produced two descriptive and two argumentative texts. The texts were analysed for noun abstractness, occurrence of internal-state verbs and the morphological complexity of adjectives. Findings showed an age-related increase in both literacy-related abilities and the lexical quality in the texts. Moreover, interactions found between lexical quality, age and genre suggest that text quality is dynamic, determined by a network of differential age- and literacy-related factors.

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