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Preston, Jonathan L.; Frost, Stephen J.; Mencl, William Einar; Fulbright, Robert K.; Landi, Nicole; Grigorenko, Elena; Jacobsen, Leslie; Pugh, Kenneth R. – Brain, 2010
Early language development sets the stage for a lifetime of competence in language and literacy. However, the neural mechanisms associated with the relative advantages of early communication success, or the disadvantages of having delayed language development, are not well explored. In this study, 174 elementary school-age children whose parents…
Descriptors: Sentences, Written Language, Intelligence Quotient, Language Acquisition
Watson, Rita – 1982
This discussion argues that the development of children's definitions is shaped by a particular orientation to word meaning characteristic of literate language use. This orientation is marked by increased attention to the linguistic form of expressions. To test this argument, a study was undertaken in which eight common nouns, familiar to most…
Descriptors: Child Language, Children, Context Clues, Definitions
Ariaux-Marraux, Isabelle – Langages, 1980
Analyzes in detail the expressions used by 39 grade school children explaining--in writing--the rules of a ball game. The analysis focuses on the linguistic strategies employed to define the actors and the actions of the game and establishes correlations between these strategies and the sociocultural background of the writers. (MES)
Descriptors: Child Language, Childrens Games, Communicative Competence (Languages), French

Nagy, William E.; Anderson, Richard C. – Reading Research Quarterly, 1984
Concludes that there are about 88,500 words in printed school English and that even systematic direct vocabulary instruction could not account for a significant proportion of all the words children actually learn, nor cover more than a modest proportion of the words they will encounter in school reading materials. (FL)
Descriptors: Child Language, Computational Linguistics, Elementary Education, Language Usage
Dyson, Anne Haas – 1983
A study was conducted to examine the interrelationships between drawing, early writing, and the context of talk in which both phenomena occur. Participant observation methodology was used in a self-contained public school kindergarten in order to gather daily data during a 3-month period. Specifically, children freely drew and wrote in an…
Descriptors: Child Language, Freehand Drawing, Handwriting, Kindergarten

Lehnert, Linda; Johnson, Barbara – Reading Psychology, 1984
Reveals that in the average number of words per T-unit, the complexity of basal reader passages generally exceeds that of children's oral language, and that none of the basal series studied exhibited a graduated increase in average number of words per T-unit among passages in the same reader. (FL)
Descriptors: Basal Reading, Child Language, Content Analysis, Oral Language

Ravid, Dorit; Zilberbuch, Shoshana – Journal of Child Language, 2003
Examined the distribution of two Hebrew nominal structures in spoken and written texts of two genres produced by 90 native-speaking participants. Written texts were found to be denser than spoken texts lexically and syntactically as measured by a number of novel N-N compounds and denominal adjectives per clause; in older age groups this difference…
Descriptors: Adjectives, Age Differences, Child Language, Hebrew
Tucker, Elizabeth Sulzby – 1976
This paper begins with a review of recent studies of the development of phonology, syntax, and semantics between the ages of five and twelve. Studies in pragmatics (or the functions of language) are also considered. The paper then turns from investigations of oral language acquisition to an examination of the interplay between oral and written…
Descriptors: Child Language, Elementary Education, Language Acquisition, Language Research
Kretschmer, Richard R. – 1974
Traditional research on the written language of hearing-impaired persons has tended to support a position of deviant language processing in such individuals. The major reason for such findings has been directly related to the lack of appropriate control groups. Recent studies which have emphasized the comparison of the language of hearing-impaired…
Descriptors: Child Language, Cognitive Processes, Deafness, Delayed Speech

Lehnert, Linda – Reading Horizons, 1982
Concludes that, with the exception of number of adverb clauses per T-unit, the oral and written language of first grade children was similar in syntactic complexity. (FL)
Descriptors: Child Language, Comparative Analysis, Grade 1, Language Acquisition
Perera, Katharine – 1985
Data from a language development project at the Polytechnic of Wales were used to compare the speech and writing of 48 monolingual English-speaking children. The 48 children came from three groups, aged 8, 10, and 12. For the collection of spoken data, the children, divided into groups of three, were tape recorded while they made a construction…
Descriptors: Child Language, Comparative Analysis, Elementary Education, Foreign Countries

Bayley, Robert; Pease-Alvarez, Lucinda – Language Variation and Change, 1997
This study tested a theory of null subject pronoun variation, based on a model of discourse connectedness, on the oral and written Spanish narratives of northern California Mexican-descent pre-adolescents. Results indicate the children with greatest depth of ties to the United States are less likely to use overt pronouns than children born in…
Descriptors: Child Language, Discourse Analysis, Language Patterns, Language Variation
Hernandez-Chavez, Eduardo; Curtis, Jan – 1982
This report describes a study on the development of children's conceptualizations of written language, that is, their graphic sense. The study investigated three issues: (1) whether acquisition of literacy is a developmental process common to all normal children, (2) whether the levels of graphic sense tend to be associated with particular…
Descriptors: Bilingual Students, Child Language, Cognitive Development, Concept Formation
Prescott, Barbara L.; Doyle, Deborah A. – 1986
A pilot study explored what children between the ages of 8 and 11 focus on when they write about writing: how children define writing, what features they believe constitute the act and product of writing, and what kinds of writing children consider important and why. During a half-hour period, 36 students in grades 3 through 5 were asked to write…
Descriptors: Child Language, Content Analysis, Educational Theories, Elementary Education
Hoffman, Stevie – 1986
What parents view as being important for their children to learn and how they believe their children are able to learn are reflected not only in the learning opportunities provided in the home but also in the teaching strategies parents use with their children in every day parent/child interactions. An investigation of the language transactions…
Descriptors: Case Studies, Child Development, Child Language, Language Acquisition