a School of Communication Science and Disorders , Florida State University , Tallahassee , FL , USA ;
b Department of Psychology , Florida State University , Tallahassee , FL , USA ;
Augment Altern Commun. 2016 Sep;32(3):198-207. doi: 10.1080/07434618.2016.1216596. Epub 2016 Aug 25.
This study aimed to describe core words of written personal narratives to inform the implementation of AAC supports for literacy instruction. Investigators analyzed lexical diversity, frequency of specific word use and types of words that made up 70% of the total words used in 211 written narrative samples from children in first grade (n = 94) and fourth grade (n = 117). Across grades, 191 different words made up 70% of the total words used in the 211 written narrative samples. The top 50 words were comprised of content words (64%) and function words (36%). Grade differences were noted in diversity and types of words, including differences in the number of words comprising the core (132 words for children in first grade and 207 for fourth grade) and a higher proportion of abstract nouns for children in fourth grade based on the 200 most frequently occurring words for each grade.
本研究旨在描述书面个人叙事的核心词汇，以为增强型交流辅助器具在读写教学中的应用提供信息。研究人员分析了词汇多样性、特定词汇使用频率以及构成 211 个一至四年级学生书面叙事样本（n=94 和 n=117）中 70%总词汇的词汇类型。各年级中，191 个不同的词汇构成了 211 个书面叙事样本中 70%的总词汇。排名前 50 的词汇由内容词（64%）和功能词（36%）组成。在词汇多样性和类型方面存在年级差异，包括核心词汇的字数差异（一年级学生为 132 个，四年级学生为 207 个），以及基于各年级出现频率最高的 200 个词汇，四年级学生的抽象名词比例更高。
