Early Language and Literacy Development Among Young English Language Learners: Preliminary Insights from a Longitudinal Study

Roessingh, Hetty; Elgie, Susan

doi:10.18806/tesl.v26i2.413

Cited by 33 publications

(28 citation statements)

References 35 publications

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“…Words that are beyond level 10 are registered as 'Off-list' words. A validation study of this reference corpus (Roessingh & Elgie, 2009) and the lexical profiling strategy that underlies the online tool confirms for us the utility of both this tool and the approach to language sample analysis it affords for the purposes of our research reported here. It appears that patterns in children's vocabulary development remain remarkably stable over time (Biemiller & Slonim, 2001), and although they may acquire different content words (tiddly winks has turned into warrior games) the general, high utility academic words that are characteristic of CALP-like discourse have not changed.…”

Section: Assessment Of Early Literacysupporting

confidence: 71%

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

Roessingh

2017

L & L

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This article reports on an investigation of vocabulary thresholds in Grade 3 children's writing samples across four quality standards scored by way of a trait-based rubric. The students attend a publically funded school jurisdiction of choice within a large urban setting and are average achievers on provincially mandated student learning assessments of reading and writing in Grade 3. Both quantitative and qualitative methods were used to analyze the first draft writing (N=222) in response to an expository prompt. A quota sampling strategy was used to create a learner corpus comprised of 20 papers for each of the four quality standards. Online lexical profiling tools were used to generate indices of lexical variability. 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.

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Section: Assessment Of Early Literacysupporting

confidence: 71%

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

Roessingh

2017

L & L

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“…The development of academic literacy is a gradual, complex, and protracted process that extends into the adult years and postsecondary education (Ravid & Tolchinsky, 2002;Roessingh & Elgie, 2009). This development occurs through access to a large (and continually increasing) reservoir of linguistic resources that an individual can flexibly and efficiently mobilize and manipulate for diverse communicative and academic purposes, principally through written mode.…”

Section: Introductionmentioning

confidence: 99%

Using Lexical Profiling Tools to Investigate Children’s Written Vocabulary in Grade 3: An Exploratory Study

Roessingh

Elgie

Kover³

2015

Language Assessment Quarterly

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Research in the study of students' writing concludes that vocabulary use is a key variable in determining the holistic quality of the writing. In the present study, 77 writing samples from a mixed group of Grade 3 children were analyzed for features of linguistic diversity using public domain vocabulary-profiling software. The writing was also evaluated holistically on a trait-based rubric. Data analysis identified the salient features of linguistic diversity correlating to quality standards of writing; the key is "lexical stretch" or use of low-frequency and "off-list known" words. Implications for assessment include the potential to identify children in need of vocabulary enrichment at an early stage in the educational trajectory and to track their evolving vocabulary growth in the shape of their lexical profile over time.

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“…Studies indicate that strong academic language skills in one's native language are associated with successful second language learning and academic achievement (Thomas & Collier, 2002). Furthermore, researchers have emphasized that children's literacy skills in their first language transfer to a second language (Cummins, 2000;Roessingh & Elgie, 2009). Our data indicate that insight into a child's native language learning is also meaningful for generating an overall understanding of a child's risk and protective factors related to their social and emotional development and academic learning in school.…”

Section: Study Imentioning

confidence: 57%

“…More research is warranted to design and administer psychometrically sound measures that can be used with general populations of students as a means of providing early, cost-effective screening for behaviours indicative of social, emotional, and academic risk or weakness, and for identifying social, emotional, and academic behaviour patterns. Finally, existing classroom-based measures administered to all students do not provide insight into a child's proficiency in the dominant language in school and/or in their home language, which may have an impact on the student's social, emotional, and academic success (Cummins, 2000;Roessingh, 2004;Roessingh & Elgie, 2009).…”

Section: Past Researchmentioning

confidence: 99%

A Teacher Based Checklist for the Assessment of Student Learning and Development

Oborne

Hoh²,

Hutchinson

2014

IJEPL

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This paper reports on two studies that evaluated the statistical validity of the Classroom Learning and Development Questionnaire as a universal screening and early identification observation instrument within the North American context. The Classroom Learning and Development Questionnaire was first proposed and tested in Hong Kong in the mid-1990s. It has been used as an integral part of the school procedures in the Hong Kong school system since it was first launched and has spawned a number of intervention programs for students within the Hong Kong Educational Authority.The Classroom Learning and Development Questionnaire (CLDQ) has been adapted from the Hong Kong study as a Tier I observation instrument to be used in the North American context. Results of the principal component analysis (PCA) in Study 1 (N = 820) extracted six components, which exhibited adequate to high levels of internal consistency. Results of Study 2 (N = 117) indicated statistically significant and negative relationships between the CLDQ subscales and Teacher Rating Form (TRF) (Achenbach, 1991) variables, demonstrating evidence of convergent validity.Based on the findings of these studies, the authors conclude that the screening protocol does present as a robust instrument capable of supporting screening at a primary prevention level. Based on this study, it is argued that classroom teachers hold a wealth of information concerning each student and that this, when presented in a systematic fashion, leads to greater understanding of individual and group learning needs and may lead to pre-emptive actions which would benefit students' learning trajectories.

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Early Language and Literacy Development Among Young English Language Learners: Preliminary Insights from a Longitudinal Study

Abstract: This article reports on the preliminary findings of a two-staged empirical study aimed at gaining insights into the variables salient in the early language and literacy development of young English language learners (ELL

Cited by 33 publications

References 35 publications

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

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

Using Lexical Profiling Tools to Investigate Children’s Written Vocabulary in Grade 3: An Exploratory Study

A Teacher Based Checklist for the Assessment of Student Learning and Development

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