单词、句子和文本水平变量在预测幼儿园和一年级课文引导阅读水平中的作用

IF 1.2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Elementary School Journal Pub Date : 2022-04-21 DOI:10.1086/719658

E. Hiebert, Laura S. Tortorelli

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引用次数: 4

摘要

根据引导阅读水平(GRL)分类的文本在美国初级阅读课堂中无处不在。本研究考察了三个年级(幼儿园、一年级早期、一年级期末)的文本特征以及这些年级中的10个grl。这510篇文章来自三个项目，在初级阅读教学中具有不同的功能:核心、干预和内容领域。文本特征包括来自早期读写能力指标系统的解码、语义、结构和语法，来自Lexile框架的平均句子长度(MSL)和平均对数词频(MLWF)，以及单词计数。五个变量预测文本的grl:语义、结构、语法、MSL和字数。解码和MLWF在年级间的差异很小，而且两个变量都不能预测文本的水平。干预文本的解码和MLWF需求低于核心或内容区域文本。讨论了解码和MLWF中缺乏可识别进展的含义。

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The Role of Word-, Sentence-, and Text-Level Variables in Predicting Guided Reading Levels of Kindergarten and First-Grade Texts

Texts classified according to guided reading levels (GRL) are ubiquitous in US beginning reading classrooms. This study examined features of texts across three grade bands (kindergarten, early first grade, final first grade) and the 10 GRLs within these bands. The 510 texts came from three programs with different functions in beginning reading instruction: core, intervention, and content areas. Text features were decoding, semantics, structure, and syntax from the Early Literacy Indicators system, mean sentence length (MSL) and mean log word frequency (MLWF) from the Lexile Framework, and word count. Five variables predicted GRLs of texts: semantics, structure, syntax, MSL, and word count. Differences in decoding and MLWF across grade bands were few and neither variable predicted levels of texts. Intervention texts had lower decoding and MLWF demands than core or content-area texts. Implications of a lack of discernible progressions in decoding and MLWF are discussed.

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来源期刊

Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.60

自引率

5.90%

发文量

期刊介绍： The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.