Wood Carla L, Bustamante Kristina N, Schatschneider Christopher, Hart Sara A
Florida State University, Tallahassee, USA.
Assess Eff Interv. 2019 Jun;44(3):173-183. doi: 10.1177/1534508417749872. Epub 2018 Jan 23.
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 1st-5th grade, written narratives were examined and compared between grades for number of different words (NDW), total words (TNW), NDW in a truncated 50 word sample, and type token ratio (TTR). The relationship between lexical diversity in written narratives and a standardized reading vocabulary measure (GMRT-4) was analyzed by comparing correlations. Grade differences were observed in measures of lexical diversity and productivity. Lexical diversity showed a significant moderate correlation with the GMRT-4. NDW had a stronger relationship to GMRT-4 scores than TTR for participants in first and second grade. Considering length (TNW, NDW constrained to 50 words, or TTR) did not result in a stronger relationship with reading vocabulary. Following additional study establishing probe equivalence, NDW in written narratives may be an efficient, educationally relevant, marker of language maturity and a good predictor of performance on a standardized reading vocabulary measure.
本研究的目的是检验书面叙述样本中词汇多样性计算方法的结构效度，该效度与儿童在阅读词汇量测试中的表现相关。对234名一至五年级的儿童进行研究，检查其书面叙述，并比较各年级之间不同单词数量（NDW）、总单词数（TNW）、50个单词样本中的NDW以及类型- token比率（TTR）。通过比较相关性，分析书面叙述中的词汇多样性与标准化阅读词汇量测试（GMRT - 4）之间的关系。在词汇多样性和产出性的测量中观察到年级差异。词汇多样性与GMRT - 4呈现出显著的中度相关性。对于一、二年级的参与者，NDW与GMRT - 4分数的关系比TTR更强。考虑长度（TNW、限制为50个单词的NDW或TTR）并未导致与阅读词汇量有更强的关系。在进行额外的研究以确定探测等效性之后，书面叙述中的NDW可能是语言成熟度的一种有效、与教育相关的指标，并且是标准化阅读词汇量测试表现的良好预测指标。
