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A Critique of Some Indices of Syntactic Maturity
Peer reviewed Peer reviewed
O'Donnell, Roy C. – Research in the Teaching of English, 1976
Descriptors: Language Acquisition, Language Research, Measurement Techniques, Syntax
Developmental Aspects of the Ability to Understand Semantic Ambiguity, with Implications for Teachers
Peer reviewed Peer reviewed
Brause, Rita S. – Research in the Teaching of English, 1977
Investigates the ability of adults and children to understand aspects of semantic ambiguity. (DD)
Descriptors: Adults, Children, Cognitive Development, Elementary Secondary Education
Analysis of Syntax of Six-, Seven-, and Eight-Year-Old Children
Peer reviewed Peer reviewed
Morrow, Lesley Mandel – Research in the Teaching of English, 1978
Data in this study showed significant linguistic differences between six- and seven-year-olds and a leveling-off between the seven- and eight-year-olds. (DD)
Descriptors: Age Differences, Child Language, Elementary Education, Language Acquisition
Syntactic Maturity of Students' Oral Paraphrases
Peer reviewed Peer reviewed
Pope, Mike – Research in the Teaching of English, 1978
Found that older students speak in a more mature manner than younger ones when presented with paraphrasing tasks. (DD)
Descriptors: Elementary Secondary Education, Language Acquisition, Language Research, Maturation
Oral and Written Syntax Attainment of Second Graders
Peer reviewed Peer reviewed
Harris, Mary McDonnell – Research in the Teaching of English, 1977
A study to determine the degrees of mastery by middle-class second grade children of seventeen syntactic competencies and to compare their oral and written syntactic attainment. (DD)
Descriptors: Early Childhood Education, Grade 2, Language Acquisition, Language Research
Syntactic Maturity and Vocabulary Diversity in the Oral Language of First, Second, and Third Grade Students
Peer reviewed Peer reviewed
Ciani, Alfred J. – Research in the Teaching of English, 1976
Descriptors: Language Acquisition, Language Research, Primary Education, Rural Education
The Concept of Word in Young Children as a Function of Level of Cognitive Development.
Peer reviewed Peer reviewed
Templeton, Shane; Spivey, Edwinna M. – Research in the Teaching of English, 1980
The developmental nature of the reflective concept of "word" in young children was investigated and the degree to which these developmental aspects of metalinguistic awareness correspond to levels of cognitive development as described by Piaget was studied. (HOD)
Descriptors: Cognitive Development, Early Childhood Education, Language Acquisition, Language Research
Is the Oral Language of Inner City Children Adequate for Beginning Reading Instruction?
Peer reviewed Peer reviewed
Levy, Beatrice K. – Research in the Teaching of English, 1973
Descriptors: Beginning Reading, Black Students, Child Language, Disadvantaged Youth
The Relationship of the "Maze" to Language Planning and Production.
Peer reviewed Peer reviewed
Fagan, William T. – Research in the Teaching of English, 1982
Investigates the relationships between the occurrence of mazes (garbles, word tangles, or false starts), sentence complexity, and the use of connectives in 20 fifth-grade students. (HOD)
Descriptors: Coherence, Elementary Education, Error Analysis (Language), Grade 5
The Development of Noun Plural Rules During the Primary Grades
Peer reviewed Peer reviewed
Koziol, Stephen M. – Research in the Teaching of English, 1973
Descriptors: Beginning Reading, Child Language, Early Childhood Education, Language Acquisition
Situational Variables Affecting Language Usage of Low Income Black Preschool Children.
Peer reviewed Peer reviewed
Lichtman, Marilyn; Rogers, Sarah – Research in the Teaching of English, 1979
Investigated the relationship between feelings of comfort and maturity of expression revealed by inner-city preschool Black children in three situations: with a familiar teacher, with the mother or principal caretaker in the home, and with a chosen peer. (DD)
Descriptors: Anxiety, Black Youth, Disadvantaged Youth, Language Acquisition
The Relationship Between the Type of Questions, Stimuli, and the Oral Language Production of Children
Peer reviewed Peer reviewed
Smith, Charlotte T. – Research in the Teaching of English, 1977
Concluded that factual questions appear to inhibit the higher cognitive processes of grade 2 and grade 4 subjects, while the interpretive questions stimulate the higher cognitive processes. (DD)
Descriptors: Child Language, Cognitive Processes, Elementary Education, Grade 2
Learning Words from Linguistic Expressions: Definition and Narrative.
Peer reviewed Peer reviewed
Watson, Rita – Research in the Teaching of English, 1987
Describes two studies of word meaning acquisition among children. Concludes that (1) even very young children can learn new words and their meanings on basis of linguistic expressions and in absence of direct experience with referents, and (2) that particular forms of discourse (e.g., narrative and dialogue) can render new meanings more accessible…
Descriptors: Child Language, Definitions, Educational Research, Language Acquisition
A Comparison of Good and Poor Readers' Ability to Comprehend Explicit and Implicit Information in Short Stories Based on Two Modes of Presentation.
Peer reviewed Peer reviewed
Weisberg, Renee – Research in the Teaching of English, 1979
Concludes that there is a general language comprehension deficit in poor readers. (DD)
Descriptors: Elementary Education, Language Acquisition, Language Research, Listening Comprehension
Syntactic Maturity From High School to University: A First Look
Peer reviewed Peer reviewed
Stewart, Murray F. – Research in the Teaching of English, 1978
Investigated the written syntactic maturity of students from grade ten through sixth year university. (DD)
Descriptors: College Students, Higher Education, Language Acquisition, Language Research
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