The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students

By Natalie G. Olinghouse, Jacqueline T. Leaird. 2009

155 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/b6a12d2fdde57abd0f27a3936637af2632cfedfc

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. Joshua Wilson
2. P. Uccelli
3. Wenjuan Qin
4. Natalie G. Olinghouse
5. Rui Alexandre Alves
6. Teresa Limpo
7. Seo-Hyun Park
8. Y. Kim

In Education

1. Joshua Wilson
2. P. Uccelli
3. Wenjuan Qin
4. Natalie G. Olinghouse
5. Rui Alexandre Alves
6. Teresa Limpo
7. Y. Kim
8. Seo-Hyun Park

In Language and Linguistics

1. Joshua Wilson
2. P. Uccelli
3. Wenjuan Qin
4. Natalie G. Olinghouse
5. Seo-Hyun Park
6. Y. Kim

Citations in the corpus

• The relationship between vocabulary and writing quality in three genres (2012, background): “The best predictor of story writing quality was vocabulary diversity, confirming previous work (Grobe, 1981; Olinghouse & Leaird, 2009).”
• Same language, different functions: A cross-genre analysis of Chinese EFL learners’ writing performance (2016, background): “For instance, studies with 2nd and 4th grade students have found that length and diversity of vocabulary predicted narrative writing quality ratings (Olinghouse & Leaird, 2009).”