Understanding the Language Demands of Schooling: Nouns in Academic Registers

By Z. Fang, Mary J. Schleppegrell, Beverly E. Cox. 2006

270 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/7a3b0ccdfd10a1b3812fec1937a250fc419aedef

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. William Nagy
2. D. Townsend
3. Ana Llinares
4. Alexis L. Filippini
5. A. McCabe
6. S. Beers
7. R. Whittaker
8. Gina Biancarosa

In Literature and Literary Theory

1. D. Townsend
2. Ana Llinares
3. A. McCabe
4. S. Beers
5. R. Whittaker
6. William Nagy
7. Z. Fang
8. E. Ford-Connors

Citations in the corpus

• Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre? (2009, background): “We must also acknowledge that the measures of syntactic complexity examined here, words per clause and clauses per T-unit, are still relatively blunt measures, and at best serve as proxies for complex syntactic patterns that deserve finer-grained analysis (e.g. Biber, 2001; Fang et al., 2006 ).”
• Words as Tools: Learning Academic Vocabulary as Language Acquisition (2012, background): “Because textbooks become increasingly academic through the school years (Fang et al., 2006), middle school students need to have some level of academic language proficiency.”
• Evidence for the Importance of Academic Word Knowledge for the Academic Achievement of Diverse Middle School Students (2012, background): “Research on academic English generally recognizes the linguistic capital that accompanies academic English (Zwiers, 2008), as well as the density and abstraction that characterize the language of schooling (Fang et al., 2006).”
• Going Beyond the Fab Five: Helping Students Cope With the Unique Linguistic Challenges of Expository Reading in Intermediate Grades (2008, background): “According to Fang et al. (2006), nouns are the most powerful grammatical resource that contributes to a text’s informational density.”
• Written discourse development in CLIL at secondary school (2011, background): “In the same line, Fang et al. (2006, p. 257) pointed to the nominal group’s role of introducing referents and signal co-reference as being ‘crucial to constructing clear and coherent texts’. Statistical studies have confirmed this to be the case. Research by Chiang (2003) on the writing in English o”