EVOC: An Instrument to Evaluate the Spanish Lexicon in Chile
Published
Jan 14, 2020
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Pelusa Orellana-García
https://orcid.org/0000-0003-3851-8780
María Francisca Valenzuela-Hasenohr
https://orcid.org/0000-0002-7019-9110
Melody Kung
https://orcid.org/0000-0002-6223-7279
Jeff Elmore
https://orcid.org/0000-0002-7823-2704
A. Jackson Stenner
https://orcid.org/0000-0002-6648-9895
https://orcid.org/0000-0003-3851-8780
María Francisca Valenzuela-Hasenohr
https://orcid.org/0000-0002-7019-9110
Melody Kung
https://orcid.org/0000-0002-6223-7279
Jeff Elmore
https://orcid.org/0000-0002-7823-2704
A. Jackson Stenner
https://orcid.org/0000-0002-6648-9895
##plugins.themes.bootstrap3.article.details##
Abstract
This study describes the creation and validation of an adaptive and self-applied test of lexicon in Spanish for kindergarten to eighth-grade basic school students. Using a corpus of 1,000,000 words from school texts, some words with different frequency and difficulty were selected. The test items were prepared according to the test format PPVT representing each word with pictures. The distractors were generated randomly from the same corpus. The construct validity, concurrent validity and internal consistency were determined. EVOC is a valid and reliable instrument to evaluate the lexicon in Spanish that allows adapting the pedagogical practices to the student’s needs.
Keywords
Vocabulario, comprensión, evaluación, semánticaVocabularies, comprehension, evaluation, semantics
References
Baumann, J. F. & Kame’enui, E. J. (eds.) (2004). Vocabulary Instruction: from Research to Practice. New York: Guilford Press.
Beck, I. & McKeown, M. (1991). Conditions of Vocabulary Acquisition. En M. L. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (eds.). Handbook of Reading Research, volume II, 789-814. New York: Longman.
Beck, I. & McKeown, M. (2007). Increasing Young Low-Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction. The Elementary School Journal, 107 (3), 251-271. DOI: 10.1086/511706
Beck, I.; McKeown, M. & Kucan, L. (2002). Bringing Words to Life. Robust Vocabulary Instruction. New York: The Guilford Press.
Beck, I.; Perfetti, C. A. & McKeown, M. G. (1982). Effects of Long-Term Vocabu- lary Instruction on Lexical Access and Reading Comprehension. Journal of Educational Psychology, 74 (4), 506-521. http://dx.doi.org/10.1037/00220663.74.4.506
Biancarosa, G. & Griffiths, G. G. (2012). Technology Tools to Support Reading in the Digital Age. The Future of Children, 22 (2), 139-160. DOI: 10.1353/ foc.2012.0014. Disponible en: https://muse.jhu.edu/issue/27551
Biemiller, A. (2004). Teaching Vocabulary in the Primary Grades: Vocabulary Instruction Needed. En J. F. Baumann & E. J. Kame’enui (eds.). Vocabulary Instruction: from Research to Practice, 28-40. New York: Guilford Press.
Biemiller, A. (2006). Vocabulary Development and Instruction: A Prerequisite for School Learning. En S. Neuman & D. K. Dickinson (eds.). Handbook of Early Literacy Research, volume 2, 41-51. New York: Guilford Press.
Bond, T. G. & Fox, C. M. (2015). Applying the Rasch Model: Fundamental Measurement in the Human Sciences. New York: Routledge.
Cain, K. & Oakhill, J. (2011). Matthew Effects in Young Readers: Reading Comprehension and Reading Experience Aid Vocabulary Develop- ment. Journal of Learning Disabilities, 44 (5), 431-443. https://doi.org/10.1177/0022219411410042
Chen, X. & Meurers, D. (2016). Characterizing Text Difficulty with Word Fre- quencies. En J. Tetreault, J. Burstein, C. Leacock & H. Yannakoudakis (eds.). Proceedings of the 11th Workshop on Innovative Use of NLP for Building Educational Applications, 84-94, San Diego, California, June 16, 2016. San Diego, California: Association for Computational Linguistics. Disponible en: https://www.aclweb.org/anthology/volumes/W16-05/ , https://www.aclweb.org/anthology/W6-0509
Darling-Hammond, L. & Bransford, J. (2005). Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. San Francisco, California: Jossey-Bass.
Dickinson, D. K. & Tabors, P. O. (2005). Beginning Literacy with Language. Baltimore: Paul H. Brookes Publishing.
Dunn, L. M. (1986). TVIP: Test de vocabulario en imágenes Peabody adaptación hispanoamericana [Peabody Picture Vocabulary Test: Hispanic-American Adaptation]. Circle Pines, Minnesota: American Guidance Service.
Echeverría, M. S.; Herrera, M. O. & Segure, J. T. (2002). Test de Vocabulario en Imágenes TEVI-R. Concepción, Chile: Ediciones Universidad de Concepción.
Fien, H.; Santoro, L.; Baker, S. K.; Park, Y.; Chard, D. J.; Williams, S. & Haria, P. (2011). Enhancing Teacher Read Alouds with Small-Group Vocabulary Instruction for Students with Low Vocabulary in First-Grade Classrooms. Small Psychology Review, 40 (2), 307-318.
Graesser, A. C.; McNamara, D. S.; Cai, Z.; Conley, M.; Li, H. & Pennebaker, J. (2014). Coh-Metrix Measures Text Characteristics at Multiple Levels of Language and Discourse. The Elementary School Journal, 115 (2), 210-229. https://doi.org/10.1086/678293
Izura, C.; Cuetos, F. & Brysbaert, M. (2014). Lextale-Esp: A Test to Rapidly and Efficiently Assess the Spanish Vocabulary Size. Psicológica, 35, 49-66. Disponible en: https://www.uv.es/revispsi/articulos1.14/3IZURA.pdf
Karelia, B. N.; Pillai, A. & Vegada, B. N. (2013). The Levels of Difficulty and Discrimination Indices and Relationship between them in Four-Response Type Multiple Choice Questions of Pharmacology Summative Tests of Year II MBBS [Bachelor of Medicine & Bachelor of Surgery] Students. International e-Journal of Science, Medicine & Education, IeJSME, 7 (2), 41-46. Disponible en: https://pdfs.semanticscholar.org/e190/f7f97edae4eea6f979433d36430f34a597af.pdf
Kelley, T. L. (1939). The Selection of Upper and Lower Groups for the Validation of Test Items. Journal of Educational Psychology, 30 (1), 17-24.
Linacre, J. M. (2002). What do Infit and Outfit, Mean-Square and Standardized Mean? Rasch Measurement Transactions, 16 (2), 878. Disponible en: https://www.rasch.org/rmt/rmt162f.htm
Morris, A. (2011). Student Standardised Testing: Current Practices in OECD Countries and a Literature Review. OECD Education Working Papers, 65. OECD Publishing. Disponible en: https://www.oecd-ilibrary.org/docserver/5kg3rp9qbnr6-en.pdf?expires=1564235500&id=id&accname=guest&checksum=881D15FD13AFF64A361BD240B7EEFE1C
Muñoz-Sandoval, A. F.; Woodcock, R. W.; McGrew, K. S. & Mather, N. (2005). Batería III Woodcock-Muñoz: pruebas de aprovechamiento. Rolling Meadows, Illinois: Riverside Publishing.
Nagy, W. E. & Scott, J. (2000). Vocabulary Processes. En M. L. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (eds.). Handbook of Reading Research, vol. III, 269-284. Mahwah, New Jersey: Erlbaum.
National Assessment Governing Board, NAGB (2005). Reading Framework for the 2009 National Assessment of Educational Progress. Washington, D.C.: American Institutes for Research. Disponible en: https://files.eric.ed.gov/fulltext/ED502953.pdf
National Institute of Child Health and Human Development, NICHD, National Institutes of Health, NIH (2000). Report of the National Reading Panel. Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction. Washington, D.C.: US Government Printing Office, NIH Publication No. 00- 4769. Disponible en: https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf
Neira, L. I. & Castro, F. (2008). Caracterización de los instrumentos de evaluación del desarrollo del lenguaje para hablantes del español. Areté, 8 (1), 53-62. Disponible en: https://arete.ibero.edu.co/index.php/arete/article/view/435/400
Neuman, S. B. & Dwyer, J. (2009). Missing in Action: Vocabulary Instruction in Pre-K. The Reading Teacher, 62 (5), 384-392. Disponible en: https://pdfs.semanticscholar.org/d3f0/effef6d7855f81ebef77ac754fe636882809.pdf
Nunnally, J. C. (1972). Educational Measurement and Evaluation. 2nd ed. New York: McGraw-Hill. Disponible en: https://archive.org/details/educationalmeas000nunn
Organisation for Economic Co-operation and Development, OECD (2016). Monitoring Quality in Early Childhood Education and Care Country Note: Chile. Paris: OECD Publishing. Disponible en: https://www.oecd.org/education/school/ECECDCN-Chile.pdf
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura, UNESCO (2008). Los aprendizajes de los estudiantes de América Latina y el Caribe. Primer reporte de los resultados del Segundo Estudio Regional Comparativo y Explicativo, SERCE. Santiago de Chile: UNESCO. Disponible en: https://unesdoc.unesco.org/ark:/48223/pf0000160660
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura, UNESCO (2015). Tercer Estudio Regional Comparativo y Explicativo, TERCE. Santiago de Chile: Oficina regional. https://unesdoc.unesco.org/ark:/48223/pf0000245060
Pearson, P. D.; Hiebert, E. H. & Kamil, M. L. (2007). Theory and Research into Practice: Vocabulary Assessment: What We Know and What We Need to Learn. Reading Research Quarterly, 42 (2), 282-296. https://doi.org/10.1598/RRQ.42.2.4
Phythian-Sence, C. & Wagner, R. K. (2007). Vocabulary Acquisition: A Primer. En R. K. Wagner, A. E. Muse & K. R. Tannenbaum (eds.). Vocabulary Acquisition: Implications for Reading Comprehension, 1-14. New York: Guilford Press.
Protopapas, A.; Sideridis, G. D.; Mouzaki, A. & Simos, P. G. (2007). Development of Lexical Mediation in the Relation between Reading Comprehension and Word Reading Skills in Greek. Scientific Studies of Reading, 11 (3), 165-197.
Quinn, J. M.; Wagner, R. K.; Petscher, Y. & López, D. (2015). Developmental Relations between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study. Child Development, 86 (1), 159-175. DOI: 10.1111/cdev.12292
Rosas, R.; Ceric, F.; Aparicio, A.; Arango, P.; Arroyo, R.; Benavente, C.; Escobar, P.; Olguín, P.; Pizarro, M.; Ramírez, M. P.; Tenorio, M. & Véliz, S. (2015). ¿Pruebas tradicionales o evaluación invisible a través del juego?: Nuevas fronteras de la evaluación cognitiva. Psykhe (Santiago), 24 (1), 1-11. Disponible en: http://www.psykhe.cl/index.php/psykhe/article/view/724/pdf_47
Ryder, R. J. & Slater, W. J. (1988). The Relationship between Word Frequency and Word Knowledge. The Journal of Educational Research, 81 (5), 312-317. https://doi.org/10.1080/00220671.1988.10885840
Schaefer, B.; Bowyer-Crane, C.; Herrmann, F. & Fricke, S. (2016). Development of a Tablet Application for the Screening of Receptive Vocabulary Skills in Multilingual Children: A Pilot Study. Child Language Teaching and Therapy, 32 (2), 179-191. https://doi.org/10.1177/0265659015591634
Schatschneider, Ch.; Harrell, E. R. & Buck, J. (2007). An Individual-Differences Approach to the Study of Reading Comprehension. En R. K. Wagner, A. E. Muse & K. R. Tannenbaum (eds.). Vocabulary Acquisition: Implications for Reading Comprehension, 249-275. New York: Guilford Press.
Shany, M. & Biemiller, A. (2010). Individual Differences in Reading Comprehension Gains from Assisted Reading Practice: Pre-Existing Conditions, Vocabulary Acquisition, and Amounts of Practice. Reading and Writing: An Interdisciplinary Journal, 23 (9), 1071-1083. DOI: 10.1007/s11145-009-9196-4
Silverman, R. D. & Hartranft, A. M. (2015). Developing Vocabulary and Oral Lan- guage in Young Children. New York: The Guilford Press.
Snow, C. E.; Burns, M. S. & Griffin, P. (eds.) (1998). Preventing Reading Difficulties in Young Children. Washington, D.C.: National Academy Press.
Tannenbaum, K. R.; Torgesen, J. K. & Wagner, R. K. (2006). Relationships between Word Knowledge and Reading Comprehension in Third-Grade Children. Scientific Studies of Reading, 10 (4), 381-398. http://dx.doi.org/10.1207/s1532799xssr1004_3
Thorne, C.; Morla, K.; Uccelli, P.; Nakano, T.; Mauchi, B.; Landeo, L.; Vásquez, A. & Huerta, R. (2013). Efecto de una plataforma virtual en comprensión de lectura y vocabulario: una alternativa para mejorar las capacidades lectoras en primaria. Revista de Psicología (PUCP), 31 (1), 3-35. Disponible en: http://revistas.pucp.edu.pe/index.php/psicologia/article/view/6369/6423
Verhoeven, L. & Leeuwe, J. van (2008). Prediction of the Development of Reading Comprehension: A Longitudinal Study. Applied Cognitive Psychology, 22 (3), 407-423. DOI: 10.1002/acp.1414
Wagner, R.; Muse, A. & Tannenbaum, K. (2007). Promising Avenues for Bet- ter Understanding Implications of Vocabulary Development for Reading Comprehension. En R. K. Wagner, A. E. Muse & K. R. Tannenbaum (eds.). Vocabulary Acquisition: Implications for Reading Comprehension, 276-292. New York: Guilford Press.
Walpole, S. & McKenna, M. C. (2007). Differentiated Reading Instruction: Strategies for the Primary Grades. New York: Guilford Press.
Williamson, G. L.; Fitzgerald, J. & Stenner, A. J. (2014). Student Reading Growth Illuminates the Common Core Text-Complexity Standard: Raising Both Bars. Elementary School Journal, 115 (2), 230-254. DOI: 10.1086/678295
Beck, I. & McKeown, M. (1991). Conditions of Vocabulary Acquisition. En M. L. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (eds.). Handbook of Reading Research, volume II, 789-814. New York: Longman.
Beck, I. & McKeown, M. (2007). Increasing Young Low-Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction. The Elementary School Journal, 107 (3), 251-271. DOI: 10.1086/511706
Beck, I.; McKeown, M. & Kucan, L. (2002). Bringing Words to Life. Robust Vocabulary Instruction. New York: The Guilford Press.
Beck, I.; Perfetti, C. A. & McKeown, M. G. (1982). Effects of Long-Term Vocabu- lary Instruction on Lexical Access and Reading Comprehension. Journal of Educational Psychology, 74 (4), 506-521. http://dx.doi.org/10.1037/00220663.74.4.506
Biancarosa, G. & Griffiths, G. G. (2012). Technology Tools to Support Reading in the Digital Age. The Future of Children, 22 (2), 139-160. DOI: 10.1353/ foc.2012.0014. Disponible en: https://muse.jhu.edu/issue/27551
Biemiller, A. (2004). Teaching Vocabulary in the Primary Grades: Vocabulary Instruction Needed. En J. F. Baumann & E. J. Kame’enui (eds.). Vocabulary Instruction: from Research to Practice, 28-40. New York: Guilford Press.
Biemiller, A. (2006). Vocabulary Development and Instruction: A Prerequisite for School Learning. En S. Neuman & D. K. Dickinson (eds.). Handbook of Early Literacy Research, volume 2, 41-51. New York: Guilford Press.
Bond, T. G. & Fox, C. M. (2015). Applying the Rasch Model: Fundamental Measurement in the Human Sciences. New York: Routledge.
Cain, K. & Oakhill, J. (2011). Matthew Effects in Young Readers: Reading Comprehension and Reading Experience Aid Vocabulary Develop- ment. Journal of Learning Disabilities, 44 (5), 431-443. https://doi.org/10.1177/0022219411410042
Chen, X. & Meurers, D. (2016). Characterizing Text Difficulty with Word Fre- quencies. En J. Tetreault, J. Burstein, C. Leacock & H. Yannakoudakis (eds.). Proceedings of the 11th Workshop on Innovative Use of NLP for Building Educational Applications, 84-94, San Diego, California, June 16, 2016. San Diego, California: Association for Computational Linguistics. Disponible en: https://www.aclweb.org/anthology/volumes/W16-05/ , https://www.aclweb.org/anthology/W6-0509
Darling-Hammond, L. & Bransford, J. (2005). Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. San Francisco, California: Jossey-Bass.
Dickinson, D. K. & Tabors, P. O. (2005). Beginning Literacy with Language. Baltimore: Paul H. Brookes Publishing.
Dunn, L. M. (1986). TVIP: Test de vocabulario en imágenes Peabody adaptación hispanoamericana [Peabody Picture Vocabulary Test: Hispanic-American Adaptation]. Circle Pines, Minnesota: American Guidance Service.
Echeverría, M. S.; Herrera, M. O. & Segure, J. T. (2002). Test de Vocabulario en Imágenes TEVI-R. Concepción, Chile: Ediciones Universidad de Concepción.
Fien, H.; Santoro, L.; Baker, S. K.; Park, Y.; Chard, D. J.; Williams, S. & Haria, P. (2011). Enhancing Teacher Read Alouds with Small-Group Vocabulary Instruction for Students with Low Vocabulary in First-Grade Classrooms. Small Psychology Review, 40 (2), 307-318.
Graesser, A. C.; McNamara, D. S.; Cai, Z.; Conley, M.; Li, H. & Pennebaker, J. (2014). Coh-Metrix Measures Text Characteristics at Multiple Levels of Language and Discourse. The Elementary School Journal, 115 (2), 210-229. https://doi.org/10.1086/678293
Izura, C.; Cuetos, F. & Brysbaert, M. (2014). Lextale-Esp: A Test to Rapidly and Efficiently Assess the Spanish Vocabulary Size. Psicológica, 35, 49-66. Disponible en: https://www.uv.es/revispsi/articulos1.14/3IZURA.pdf
Karelia, B. N.; Pillai, A. & Vegada, B. N. (2013). The Levels of Difficulty and Discrimination Indices and Relationship between them in Four-Response Type Multiple Choice Questions of Pharmacology Summative Tests of Year II MBBS [Bachelor of Medicine & Bachelor of Surgery] Students. International e-Journal of Science, Medicine & Education, IeJSME, 7 (2), 41-46. Disponible en: https://pdfs.semanticscholar.org/e190/f7f97edae4eea6f979433d36430f34a597af.pdf
Kelley, T. L. (1939). The Selection of Upper and Lower Groups for the Validation of Test Items. Journal of Educational Psychology, 30 (1), 17-24.
Linacre, J. M. (2002). What do Infit and Outfit, Mean-Square and Standardized Mean? Rasch Measurement Transactions, 16 (2), 878. Disponible en: https://www.rasch.org/rmt/rmt162f.htm
Morris, A. (2011). Student Standardised Testing: Current Practices in OECD Countries and a Literature Review. OECD Education Working Papers, 65. OECD Publishing. Disponible en: https://www.oecd-ilibrary.org/docserver/5kg3rp9qbnr6-en.pdf?expires=1564235500&id=id&accname=guest&checksum=881D15FD13AFF64A361BD240B7EEFE1C
Muñoz-Sandoval, A. F.; Woodcock, R. W.; McGrew, K. S. & Mather, N. (2005). Batería III Woodcock-Muñoz: pruebas de aprovechamiento. Rolling Meadows, Illinois: Riverside Publishing.
Nagy, W. E. & Scott, J. (2000). Vocabulary Processes. En M. L. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (eds.). Handbook of Reading Research, vol. III, 269-284. Mahwah, New Jersey: Erlbaum.
National Assessment Governing Board, NAGB (2005). Reading Framework for the 2009 National Assessment of Educational Progress. Washington, D.C.: American Institutes for Research. Disponible en: https://files.eric.ed.gov/fulltext/ED502953.pdf
National Institute of Child Health and Human Development, NICHD, National Institutes of Health, NIH (2000). Report of the National Reading Panel. Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction. Washington, D.C.: US Government Printing Office, NIH Publication No. 00- 4769. Disponible en: https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf
Neira, L. I. & Castro, F. (2008). Caracterización de los instrumentos de evaluación del desarrollo del lenguaje para hablantes del español. Areté, 8 (1), 53-62. Disponible en: https://arete.ibero.edu.co/index.php/arete/article/view/435/400
Neuman, S. B. & Dwyer, J. (2009). Missing in Action: Vocabulary Instruction in Pre-K. The Reading Teacher, 62 (5), 384-392. Disponible en: https://pdfs.semanticscholar.org/d3f0/effef6d7855f81ebef77ac754fe636882809.pdf
Nunnally, J. C. (1972). Educational Measurement and Evaluation. 2nd ed. New York: McGraw-Hill. Disponible en: https://archive.org/details/educationalmeas000nunn
Organisation for Economic Co-operation and Development, OECD (2016). Monitoring Quality in Early Childhood Education and Care Country Note: Chile. Paris: OECD Publishing. Disponible en: https://www.oecd.org/education/school/ECECDCN-Chile.pdf
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura, UNESCO (2008). Los aprendizajes de los estudiantes de América Latina y el Caribe. Primer reporte de los resultados del Segundo Estudio Regional Comparativo y Explicativo, SERCE. Santiago de Chile: UNESCO. Disponible en: https://unesdoc.unesco.org/ark:/48223/pf0000160660
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura, UNESCO (2015). Tercer Estudio Regional Comparativo y Explicativo, TERCE. Santiago de Chile: Oficina regional. https://unesdoc.unesco.org/ark:/48223/pf0000245060
Pearson, P. D.; Hiebert, E. H. & Kamil, M. L. (2007). Theory and Research into Practice: Vocabulary Assessment: What We Know and What We Need to Learn. Reading Research Quarterly, 42 (2), 282-296. https://doi.org/10.1598/RRQ.42.2.4
Phythian-Sence, C. & Wagner, R. K. (2007). Vocabulary Acquisition: A Primer. En R. K. Wagner, A. E. Muse & K. R. Tannenbaum (eds.). Vocabulary Acquisition: Implications for Reading Comprehension, 1-14. New York: Guilford Press.
Protopapas, A.; Sideridis, G. D.; Mouzaki, A. & Simos, P. G. (2007). Development of Lexical Mediation in the Relation between Reading Comprehension and Word Reading Skills in Greek. Scientific Studies of Reading, 11 (3), 165-197.
Quinn, J. M.; Wagner, R. K.; Petscher, Y. & López, D. (2015). Developmental Relations between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study. Child Development, 86 (1), 159-175. DOI: 10.1111/cdev.12292
Rosas, R.; Ceric, F.; Aparicio, A.; Arango, P.; Arroyo, R.; Benavente, C.; Escobar, P.; Olguín, P.; Pizarro, M.; Ramírez, M. P.; Tenorio, M. & Véliz, S. (2015). ¿Pruebas tradicionales o evaluación invisible a través del juego?: Nuevas fronteras de la evaluación cognitiva. Psykhe (Santiago), 24 (1), 1-11. Disponible en: http://www.psykhe.cl/index.php/psykhe/article/view/724/pdf_47
Ryder, R. J. & Slater, W. J. (1988). The Relationship between Word Frequency and Word Knowledge. The Journal of Educational Research, 81 (5), 312-317. https://doi.org/10.1080/00220671.1988.10885840
Schaefer, B.; Bowyer-Crane, C.; Herrmann, F. & Fricke, S. (2016). Development of a Tablet Application for the Screening of Receptive Vocabulary Skills in Multilingual Children: A Pilot Study. Child Language Teaching and Therapy, 32 (2), 179-191. https://doi.org/10.1177/0265659015591634
Schatschneider, Ch.; Harrell, E. R. & Buck, J. (2007). An Individual-Differences Approach to the Study of Reading Comprehension. En R. K. Wagner, A. E. Muse & K. R. Tannenbaum (eds.). Vocabulary Acquisition: Implications for Reading Comprehension, 249-275. New York: Guilford Press.
Shany, M. & Biemiller, A. (2010). Individual Differences in Reading Comprehension Gains from Assisted Reading Practice: Pre-Existing Conditions, Vocabulary Acquisition, and Amounts of Practice. Reading and Writing: An Interdisciplinary Journal, 23 (9), 1071-1083. DOI: 10.1007/s11145-009-9196-4
Silverman, R. D. & Hartranft, A. M. (2015). Developing Vocabulary and Oral Lan- guage in Young Children. New York: The Guilford Press.
Snow, C. E.; Burns, M. S. & Griffin, P. (eds.) (1998). Preventing Reading Difficulties in Young Children. Washington, D.C.: National Academy Press.
Tannenbaum, K. R.; Torgesen, J. K. & Wagner, R. K. (2006). Relationships between Word Knowledge and Reading Comprehension in Third-Grade Children. Scientific Studies of Reading, 10 (4), 381-398. http://dx.doi.org/10.1207/s1532799xssr1004_3
Thorne, C.; Morla, K.; Uccelli, P.; Nakano, T.; Mauchi, B.; Landeo, L.; Vásquez, A. & Huerta, R. (2013). Efecto de una plataforma virtual en comprensión de lectura y vocabulario: una alternativa para mejorar las capacidades lectoras en primaria. Revista de Psicología (PUCP), 31 (1), 3-35. Disponible en: http://revistas.pucp.edu.pe/index.php/psicologia/article/view/6369/6423
Verhoeven, L. & Leeuwe, J. van (2008). Prediction of the Development of Reading Comprehension: A Longitudinal Study. Applied Cognitive Psychology, 22 (3), 407-423. DOI: 10.1002/acp.1414
Wagner, R.; Muse, A. & Tannenbaum, K. (2007). Promising Avenues for Bet- ter Understanding Implications of Vocabulary Development for Reading Comprehension. En R. K. Wagner, A. E. Muse & K. R. Tannenbaum (eds.). Vocabulary Acquisition: Implications for Reading Comprehension, 276-292. New York: Guilford Press.
Walpole, S. & McKenna, M. C. (2007). Differentiated Reading Instruction: Strategies for the Primary Grades. New York: Guilford Press.
Williamson, G. L.; Fitzgerald, J. & Stenner, A. J. (2014). Student Reading Growth Illuminates the Common Core Text-Complexity Standard: Raising Both Bars. Elementary School Journal, 115 (2), 230-254. DOI: 10.1086/678295
How to Cite
Orellana-García, P., Valenzuela-Hasenohr, M. F., Kung, M., Elmore, J., & Stenner, A. J. (2020). EVOC: An Instrument to Evaluate the Spanish Lexicon in Chile. Magis, Revista Internacional De Investigación En Educación, 13, 1–26. https://doi.org/10.11144/Javeriana.m13.eiev
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