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Grade Level Expectations in Lexical Measures and Accuracy of Written Narrative Samples
Carla Wood1, Christopher Schatschneider2, Sara Hart3
1Bio: Dr. Carla Wood is an Associate Professor in the School of Communication Science and Disorders at Florida State University. Her research and teaching efforts focus on child language and literacy development and disorders.
This study found that measures of lexical diversity and accuracy in school-aged children's written narratives predict standardized language and literacy assessment performance. Accuracy in writing samples was a stronger predictor than vocabulary measures.
Area of Science:
- Developmental Psychology
- Educational Psychology
- Linguistics
Background:
- Written narratives offer insights into children's language development.
- Assessing micro structural aspects of writing is crucial for understanding literacy skills.
Purpose of the Study:
- To describe micro structural features of written narratives in school-aged children.
- To examine the relationship between narrative writing measures and standardized assessment performance.
Main Methods:
- Analysis of written personal narratives from 907 students (1st-8th grade).
- Evaluation of lexical diversity, productivity, and accuracy (grammar, spelling, conventions).
- Correlational and regression analyses to link narrative measures with statewide assessment scores.
Main Results:
- Lexical measures showed an upward trend across grades, while error proportions decreased.
- Written narrative measures significantly correlated with standardized language and literacy assessments.
- Error proportion in writing samples explained more unique variance than lexical measures.
Conclusions:
- Lexical measures and accuracy in written narratives are educationally relevant predictors of performance on standardized tests for 1st-8th graders.
- Written narrative samples serve as a valid developmental index for language acquisition.
- Results offer educators benchmarks for expected performance in written narrative measures.
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