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

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

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

ISSN: 0210-3702 1578-4126

Year of publication: 2021

Issue Title: A multidimensional perspective on written language development / Una perspectiva multidimensional del desarrollo del lenguaje escrito

Volume: 44

Issue: 1

Pages: 82-116

Type: Article

DOI: 10.1080/02103702.2020.1848087 DIALNET GOOGLE SCHOLAR

More publications in: Journal for the Study of Education and Development, Infancia y Aprendizaje

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The purpose of this study is to analyse how vocabulary depth develops in the early years of primary school and to ascertain the effect it has on the quality of the texts produced by the students. A total of 332 Spanish students from the first to fourth grades participated by doing a synonyms/antonyms task to evaluate their vocabulary depth, along with several tasks in which they wrote descriptive texts to evaluate text quality. Vocabulary depth was analysed using a four-dimensional system created ad hoc: change in lexeme, fitting the meaning requested, preservation of syntactic category and degree of conventionality. The text quality indicators were productivity, subordination rate and text organization. The results revealed that both vocabulary depth and the quality of the texts produced improved significantly by grade. The study also found that this type of lexical knowledge contributes significantly to the quality of the texts evaluated. Finally, this article discusses the possible teaching implications of these findings.

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