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

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

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

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

ISSN: 0210-3702 1578-4126

Argitalpen urtea: 2021

Zenbakien izenburua: A multidimensional perspective on written language development / Una perspectiva multidimensional del desarrollo del lenguaje escrito

Alea: 44

Zenbakia: 1

Orrialdeak: 82-116

Mota: Artikulua

DOI: 10.1080/02103702.2020.1848087 DIALNET GOOGLE SCHOLAR

Beste argitalpen batzuk: Journal for the Study of Education and Development, Infancia y Aprendizaje

Adierazleak

Jasotako aipamenak

  • Aipamenak Scopus atarian: 1 (18-11-2023)
  • Aipamenak Dialnet Métricas atarian: 2 (03-12-2023)
  • Aipamenak 'Web of Science' atarian: 2 (31-10-2023)
  • Aipamenak Dimensions atarian: 3 (05-03-2023)

JCR (Journal Impact Factor)

  • Urtea 2021
  • Aldizkariaren eragin faktorea: 0.714
  • Aldizkariaren eragin faktorea auto-aipamenik gabe: 0.714
  • Article influence score: 0.369
  • Kuartil nagusia: Q4
  • Arloa: PSYCHOLOGY, DEVELOPMENTAL Kuartila: Q4 Postua arloan: 74/78 (Edizioa: SSCI)
  • Arloa: PSYCHOLOGY, EDUCATIONAL Kuartila: Q4 Postua arloan: 59/61 (Edizioa: SSCI)
  • Arloa: PSYCHOLOGY, EDUCATIONAL Kuartila: Q4 Postua arloan: 57/61 (Edizioa: SSCI)
  • Arloa: PSYCHOLOGY, DEVELOPMENTAL Kuartila: Q4 Postua arloan: 76/78 (Edizioa: SSCI)

SCImago Journal Rank

  • Urtea 2021
  • Aldizkariaren SJR eragina: 0.33
  • Kuartil nagusia: Q3
  • Arloa: Developmental and Educational Psychology Kuartila: Q3 Postua arloan: 239/355
  • Arloa: Education Kuartila: Q3 Postua arloan: 749/1441

Índice Dialnet de Revistas

  • Urtea 2021
  • Aldizkariaren eragin faktorea: 0,750
  • Eremua: PSICOLOGÍA Kuartila: C2 Postua eremuan: 37/111
  • Eremua: EDUCACIÓN Kuartila: C2 Postua eremuan: 59/235

CIRC

  • Gizarte Zientziak: B

Scopus CiteScore

  • Urtea 2021
  • Aldizkariaren CiteScore-a: 1.4
  • Arloa: Education Pertzentila: 44
  • Arloa: Developmental and Educational Psychology Pertzentila: 29

Journal Citation Indicator (JCI)

  • Urtea 2021
  • Aldizkariaren JCI eragina: 0.36
  • Kuartil nagusia: Q4
  • Arloa: PSYCHOLOGY, DEVELOPMENTAL Kuartila: Q4 Postua arloan: 82/92
  • Arloa: PSYCHOLOGY, EDUCATIONAL Kuartila: Q4 Postua arloan: 60/75

Dimensions

(05-03-2023 datan eguneratutako datuak)
  • Aipamenak guztira: 3
  • Azken hitzorduak: 3
  • Field Citation Ratio (FCR): 6.01

Laburpena

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.

Finantzaketari buruzko informazioa

Finantzatzaile

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