WORD-FREQUENCY AS A PREDICTOR OF STUDENTS READING VOCABULARIES
WORD-FREQUENCY AS A PREDICTOR OF STUDENTS READING VOCABULARIES
复制标题
DOI：
10.1080/10862968009547362
复制
发表时间：
1980-01-01
期刊：
影响因子：
--
通讯作者：
RYDER, RJ
中科院分区：
文献类型：
--
作者：
GRAVES, MF;BOETTCHER, JA;RYDER, RJ
本文报道了一项关于词频对学生阅读词汇量的预测作用以及年级、能力和性别对词汇知识的影响的研究结果。受试者，432名七年级到十二年级的学生，接受了86项词汇测试，每个单词代表1,000个单词的频率块（第一千个最频繁，第二千个最频繁......第八十六个最频繁）。结果表明，使用频率较低的单词时，正确反应往往会迅速下降（回归斜率=-0.47），但频率和单词知识之间的关系并不强（r= 0.44）。结果进一步表明，由于频率，年级和能力，但没有由于性别的显着差异（p <0.001）。使用频率来控制单词难度和词汇发展提出的问题的影响进行了讨论。
This paper reports the results of a study of word frequency as a predictor of students' reading vocabularies and the effects of grade, ability, and sex on word knowledge. Subjects, 432 seventh through twelfth grade students, received an 86 item vocabulary test on which each word represented a frequency block of 1,000 words (1st thousand most frequent, 2nd thousand most frequent … 86th thousand most frequent). Results indicated that correct responses tend to decline rapidly with less frequent words (regression slope = −.47) but that the relationship between frequency and word knowledge is not a strong one (r= .44). Results further indicated significant differences (p < .001) due to frequency, grade and ability but none due to sex. Implications for using frequency to control word difficulty and questions raised about vocabulary development are discussed.