upper-elementary school students (5th,6th,7th grade), MHV, MOAV, GAVM, gender, grade

This study analyzes a newly developed measure for assessing the knowledge of generalacademic vocabulary in upper-elementary school students in Croatia. This researcher-designedinstrument assesses students’ command of synonymy and the limits of collocational use as aproxy for academic vocabulary breadth and depth. Elementary school students in the 5th , 6th ,and 7th grade participated in the study (N = 152, 69,7% girls). In addition to the newly developedmeasure for assessing general academic vocabulary, students completed the Mill HillVocabulary Scales, a standardized measure of general vocabulary knowledge. The results showthat the newly developed instrument for measuring general academic vocabulary knowledge isreliable and valid—it has adequate internal consistency, shows to be sensitive to the expectedage and gender differences in vocabulary, and correlates highly with the results obtained bythe Mill Hill Vocabulary Scales. This new instrument could fill the gap in academic vocabulary-related research since the currently available vocabulary assessment measures in Croatian donot focus on this specific register. More specifically, our new measure could be used to evaluatevarious types of academic vocabulary interventions in schools.<br><br><br><br><br><br>

本研究针对克罗地亚高年级小学生通用学术词汇知识的评估开发了一项全新测评工具。本研究设计的该测评工具以同义性掌握与搭配使用限度作为评估指标，用以衡量学术词汇的广度与深度。参与本研究的为5、6、7年级小学生，总样本量N=152，其中女生占比69.7%。

除本研究新开发的通用学术词汇测评工具外，参与者还完成了米尔希尔词汇量表（Mill Hill Vocabulary Scales）——一款通用词汇知识的标准化测评工具。研究结果表明，这款新开发的通用学术词汇知识测评工具具备良好的信效度：内部一致性达标，能够敏锐捕捉词汇能力在年龄与性别上的预期差异，且与米尔希尔词汇量表的测评结果呈高度相关。

当前克罗地亚境内现有的词汇测评工具均未针对这一特定语域展开研发，因此本新型测评工具可填补学术词汇相关研究领域的空白。具体而言，该测评工具可用于评估学校内各类学术词汇教学干预项目的实施效果。