Lexicale Rijkdom, Tekstmoeilijkheid en Woordenschatgrootte
Anne Vermeer | Babylon, Letteren, Katholieke Universiteit Brabant
Most measures of lexical richness in spontaneous speech data, based on the distribution of, or the relation between the types and tokens, appear to be neither reliable nor valid. The article describes a semi-automatic computer program, MLR (Measure of Lexical Richness) that measures lexical richness on the basis of the degree of difficulty of the words used, as measured by their (levels of) frequency in daily language input. The MLR is meant for the analysis of texts of (students in) primary education, with a vocabulary size of up to about 25,000 different lemmas, and provides an answer to the following questions: 1) What is the difficulty of the various words in the text? 2) What is the relative proportion of the degrees of difficulty of words in the text? 3) What is the covering percentage of the text for a student with a certain vocabulary size? 4) What is the size of vocabulary of the student, on the basis of the spontaneous speech data?
Groen, Margriet A., Nathalie J. Veenendaal & Ludo Verhoeven
2019. The role of prosody in reading comprehension: evidence from poor comprehenders. Journal of Research in Reading 42:1 ► pp. 37 ff.
de Leeuw, Linda, Eliane Segers & Ludo Verhoeven
2016. Role of text and student characteristics in real‐time reading processes across the primary grades. Journal of Research in Reading 39:4 ► pp. 389 ff.
Goossens, Nicole A. M. C., Gino Camp, Peter P. J. L. Verkoeijen & Huib K. Tabbers
2014. The Effect of Retrieval Practice in Primary School Vocabulary Learning. Applied Cognitive Psychology 28:1 ► pp. 135 ff.
Veenendaal, Nathalie J., Margriet A. Groen & Ludo Verhoeven
2014. The role of speech prosody and text reading prosody in children's reading comprehension. British Journal of Educational Psychology 84:4 ► pp. 521 ff.
Veenendaal, Nathalie J., Margriet A. Groen & Ludo Verhoeven
2015. What oral text reading fluency can reveal about reading comprehension. Journal of Research in Reading 38:3 ► pp. 213 ff.
van Loon, Mariëtte H., Anique B.H. de Bruin, Tamara van Gog & Jeroen J.G. van Merriënboer
2013. Activation of inaccurate prior knowledge affects primary-school students’ metacognitive judgments and calibration. Learning and Instruction 24 ► pp. 15 ff.
de Haan, Dorian & Elly Singer
2010. The relationship between young children’s linguistic ability, home language, and their adaptive modifying strategies in peer conflicts. First Language 30:3-4 ► pp. 421 ff.
This list is based on CrossRef data as of 21 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.