Finds that the proportion of sentence fragments remained fairly consistent across grade levels, with older students making more errors with more complex syntactic structures as they began to elaborate on ideas and use more subordinate elements. (RL)

The value of teaching children to look objectively at language as they make the transition from reality-bound sentences to linguistically correct sentences is examined. (HTH)

Presents evidence revealing the complexity of young children's language understandings with regard to spelling patterns, parts of speech, and vocabulary; points out that teachers must build upon the language knowledge that children bring to school. (GT)

Children's books contributee to language development by employing the teaching techniques of sentence repetition and expansion. (DD)

Reviews several syntactic studies of children's reading comprehension and suggests teaching methods for promoting sentence comprehension in context. (DD)