Syntactic complexity measures: variation by genre, grade-level, students’ writing abilities, and writing quality

Author:

Jagaiah ThilaghaORCID,Olinghouse Natalie G.,Kearns Devin M.

Publisher

Springer Science and Business Media LLC

Subject

Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology

Reference52 articles.

1. Bailey, A. L., & Heritage, H. M. (2008). Formative assessment for literacy, Grades K–6: Building reading and academic language skills across the curriculum. Thousand Oaks, CA: Corwin.

2. Balioussis, C., Johnson, J., & Pascual-Leone, J. (2012). Fluency and complexity in children’s writing: The role of mental attention and executive function. Rivista Di Psicolinguistica Applicata (Journal of Applied Psycholinguistics), 12(3), 33–45.

3. Beers, S. F., & Nagy, W. E. (2009). Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre? Reading and Writing: An Interdisciplinary Journal, 22, 185–200.

4. Beers, S. F., & Nagy, W. E. (2011). Writing development in four genres from grades three to seven: Syntactic complexity and genre differentiation. Reading and Writing: An Interdisciplinary Journal, 24, 183–202.

5. Belanger, J., & Martin, R. G. (1984). The influence of improved reading skill on writing skill. Alberta Journal of Educational Research, 30, 194–212.

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