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Can L1 children's literature be used in the English language classroom? High frequency words in writing for children

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dc.contributor.author Macalister, John
dc.contributor.author Webb, Stuart
dc.date.accessioned 2020-05-22T02:29:17Z
dc.date.available 2020-05-22T02:29:17Z
dc.date.issued 2019-04
dc.identifier.issn 1539-0578
dc.identifier.uri http://hdl.handle.net/10125/66750
dc.description.abstract A challenge in reading research, and particularly extensive reading research, is how to manage the transition from the top of graded reading schemes to authentic texts which may be separated from each other by up to 5,000 word families. While texts written for native-speaker children have been recommended at times, recent research has shown that the lexical load of these texts was of similar difficulty to that of texts written for adults. In this paper we investigate whether it is possible to identify a specialist high frequency list in writing for children, and the impact of any such list on readability for language learners with a 2,000-word family vocabulary size. We found a list of 245 word families provided almost 3.4% coverage for such learners, thus making the use of L1 children’s literature possible in the English language, and especially the English as a foreign language (EFL), classroom.
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Center for Language & Technology
dc.subject extensive reading
dc.subject graded readers
dc.subject children’s literature
dc.subject vocabulary
dc.subject imaginative writing
dc.subject language learning
dc.subject English as a foreign language
dc.title Can L1 children's literature be used in the English language classroom? High frequency words in writing for children
dc.type Article
dc.type.dcmi Text
dc.identifier.doi 10125/66750
prism.volume 31
prism.number 1
prism.startingpage 62
prism.endingpage 80
local.rfl.topic Lexis
Appears in Collections: Volume 31, No. 1


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