Lexical standards for expository writing at Grade 3:The transition from early literacy to academic literacy

Authors

  • Hetty Roessingh Werklund School of Education University of Calgary
  • Scott Douglas
  • Brock Wojtalewicz

DOI:

https://doi.org/10.20360/G2W59P

Keywords:

expository prose, writing, transitional literacy, vocabulary profiling

Abstract

This article reports on an investigation of vocabulary thresholds across four standards of writing quality for grade 3 children. An expository prompt was used to elicit first draft writing from 222 students. A quota sampling strategy was used to create a learner corpus of 80 papers. Online lexical profiling tools were used to generate indices of lexical richness. Distinct differences in vocabulary use were noted between quality standards, in particular the ability to access low frequency words among the samples judged of excellent quality. Pedagogical implications emerge for classroom practitioners to address the language learning needs of linguistically vulnerable youngsters.

Key words: expository prose, writing, transitional literacy, vocabulary profiling        

Author Biography

Hetty Roessingh, Werklund School of Education University of Calgary

Professor, Werklund School of Education

Published

2017-07-26

How to Cite

Roessingh, H., Douglas, S., & Wojtalewicz, B. (2017). Lexical standards for expository writing at Grade 3:The transition from early literacy to academic literacy. Language and Literacy, 18(3), 123-144. https://doi.org/10.20360/G2W59P

Issue

Section

Articles