Assessing the microstructure of written language using a retelling paradigm.
Assessing the microstructure of written language using a retelling paradigm.
复制标题
使用复述范式评估书面语言的微观结构。
DOI：
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复制
发表时间：
2008
影响因子：
2.6
通讯作者：
L. Altmann
中科院分区：
文献类型：
--
作者：
Cynthia S. Puranik;L. Lombardino;L. Altmann
目的
这项研究的主要目的是记录四年级儿童书面语言微结构元素的进展情况。第二个目的是确定选定进行检查的变量是否可以归类为有效的类别，以反映写作的多面性。
方法
研究人员收集了120名3至6年级儿童的书面语言样本，并使用说明性文本复述范式进行了转录。对不同语言水平的九个变量进行了分析。
结果
使用文本复述范式，生产率的衡量标准(例如，单词和想法的总数)随着年龄的增长而稳步提高，而复杂性的衡量标准(例如，T单元的平均长度)则没有。精确度(例如拼写和写作习惯)的结果好坏参半，有些成绩在各个年级都有所提高。三年级的学生表现一直不如四、五、六年级的学生。四年级的学生表现比五、六年级的学生差。探索性因素分析表明，写作可以由三个因素来代表：生产力、复杂性和准确性。
结论
临床医生可以使用这种多维方案，通过文本复述的形式对3-6年级的儿童进行写作技能测试。这个基于经验的写作微观变量测量框架为临床医生提供了一个三管齐下的概念框架，以确定儿童在写作翻译阶段的优势和劣势。
PURPOSE
The primary goal of this study was to document the progression of the microstructural elements of written language in children at 4 grade levels. The secondary purpose was to ascertain whether the variables selected for examination could be classified into valid categories that reflect the multidimensional nature of writing.
METHOD
Written language samples were collected and transcribed from 120 children in Grades 3 through 6 using an expository text-retelling paradigm. Nine variables at various levels of language were analyzed.
RESULTS
Using a text-retelling paradigm, measures of productivity (e.g., total number of words and ideas) improved steadily with age, whereas measures of complexity (e.g., mean length of T-unit) did not. Results for measures of accuracy (e.g., spelling and writing conventions) were mixed, with some showing improvement across grades. Grade 3 students showed consistently poorer performance than students in Grades 4, 5, and 6. Grade 4 students showed poorer performance than students in Grades 5 and 6. Exploratory factor analysis suggests that writing can be represented by 3 factors: Productivity, Complexity, and Accuracy.
CONCLUSIONS
Clinicians can use this multidimensional scheme for examining writing skills using text-retelling formats with children from Grades 3 through 6. This empirically based framework for measuring microstructural variables of writing provides clinicians with a 3-prong conceptual framework for determining children's strengths and weaknesses within the translational stage of writing.
儿童、青少年和成人的说服性写作：句法、语义和语用发展的研究。
DOI：
10.1044/0161-1461(2005/012
发表时间：
2005
期刊：
Language, speech, and hearing services in schools.
影响因子：
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作者：
Nippold,MarilynA;Ward-Lonergan,JeanneneM;Fanning,JessicaL
通讯作者：
Fanning,JessicaL