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Peer reviewed
Direct linkWood, Carla L.; Bustamante, Kristina N.; Schatschneider, Christopher; Hart, Sara – Assessment for Effective Intervention, 2019
The purpose of this study was to examine construct validity of methods of calculating lexical diversity in written narrative samples relative to children's performance on a reading vocabulary measure. For 234 children in first to fifth grade, written narratives were examined and compared between grades for number of different words (NDW), total…
Descriptors: Reading Tests, Construct Validity, Elementary School Students, Correlation
Uccelli, Paola; Galloway, Emily Phillips; Barr, Christopher D.; Meneses, Alejandra; Dobbs, Christina L. – Reading Research Quarterly, 2015
Despite a long-standing awareness of academic language as a pedagogically relevant research area, the construct of academic-language proficiency, understood as a more comprehensive set of skills than just academic vocabulary, has remained vaguely specified. In this study, we explore a more inclusive operationalization of an academic-language…
Descriptors: Interdisciplinary Approach, Language Proficiency, Academic Discourse, Reading Comprehension
Ingrid Danielle McClendon – ProQuest LLC, 2011
This study followed a cohort of students from Grade 1 to Grade 11 in one struggling school district that had Reading Recovery (RR) in the Grade 1. The RR program is an intervention given only to students in the Grade 1 who are reading below grade level on the Gates-MacGinitie Reading Assessment. The researched district had a high poverty, high…
Descriptors: Reading Programs, Reading Difficulties, School Districts, Grade 1
