The Role of Vocabulary and Syntax in Informational Written Composition in Middle School

Autor/inn/en	Truckenmiller, Adrea; Shen, Mei; Sweet, Lake E.
Titel	The Role of Vocabulary and Syntax in Informational Written Composition in Middle School
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 4, S.911-943 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Truckenmiller, Adrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-020-10099-1
Schlagwörter	Middle School Students; Vocabulary; Syntax; Writing (Composition); Language Skills; Gender Differences; Grade 5; Grade 6; Grade 7; Grade 8; Writing Achievement + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Wortschatz; Schreibübung; Language skill; Sprachkompetenz; Geschlechterkonflikt; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	The current study explores the contributions of written vocabulary and syntax to informational writing quality in Grades 5 through 8. Various aspects of language skills (receptive to written, oral register to academic register) have differing relationships with narrative and informational writing achievement across development. In this study, we explore one relatively understudied aspect of language (written language in the oral register) during a key transition period. Specifically, we find support for the role of vocabulary and syntax skills in informational writing quality in early and later middle school; that the role may differ according to students' skill level; and we explore the role of written vocabulary and syntax in the gender gap between girls' and boys' informational writing quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01