Vocabulary depth and its contribution to text quality in the early years of primary school

  1. Alonso-Cortés-Fradejas, Maria Dolores 1
  2. López-Aguado, Mercedes 1
  3. Llamazares-Prieto, M. Teresa 1
  1. 1 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

Revista:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702,  1578-4126

Año de publicación: 2021

Título del ejemplar: A multidimensional perspective on written language development / Una perspectiva multidimensional del desarrollo del lenguaje escrito

Volumen: 44

Número: 1

Páginas: 82-116

Tipo: Artículo

DOI: 10.1080/02103702.2020.1848087 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Journal for the Study of Education and Development, Infancia y Aprendizaje

Resumen

El propósito de este estudio es analizar cómo evoluciona la profundidad de vocabulario durante los primeros cursos de Educación Primaria y comprobar qué efecto tiene en la calidad de los textos producidos por el alumnado. Participaron 332 estudiantes españoles, de 1º a 4º de Educación Primaria, que llevaron a cabo una tarea de sinónimos/antónimos, para evaluar la profundidad del vocabulario, y varias tareas de escritura de textos descriptivos para evaluar la calidad del texto. La profundidad de vocabulario se analizó con un sistema de cuatro dimensiones creado ad hoc: cambio de lexema, ajuste al sentido del significado solicitado, preservación de la categoría sintáctica y grado de convencionalidad. Como indicadores de la calidad textual se eligieron la productividad, el índice de subordinación y la estructura textual. Los resultados revelaron que tanto la profundidad del vocabulario como la calidad de los textos producidos mejoraron significativamente con el nivel escolar. Se encontró también que este tipo de conocimiento léxico contribuye significativamente a la calidad textual de los textos evaluados. Se comentan las posibles implicaciones didácticas de estos hallazgos.

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