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ERIC Number: ED013814
Record Type: RIE
Publication Date: 1967-Jul
Pages: 146
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
THE NEBRASKA STUDY OF THE SYNTAX OF CHILDREN'S WRITING, 1964-65, VOLUME I.
EVERTTS, ELDONNA; AND OTHERS
THE NEBRASKA CURRICULUM DEVELOPMENT CENTER'S STUDY OF THE SYNTAX OF CHILDREN'S WRITING ATTEMPTED TO ASCERTAIN (1) THE PROGRESSIVE NUMBER OF SENTENCE UNITS WRITTEN BY STUDENTS IN GRADES TWO THROUGH SIX, (2) LEVELS OF STRUCTURAL COMPLEXITY IN CHILDREN'S WRITING, (3) SYNTACTIC PATTERNS OF THIS COMMUNICATION, (4) WHETHER OR NOT COMMON CHARACTERISTICS OF SYNTACTIC PATTERNS COULD BE IDENTIFIED AND CLASSIFIED, AND (5) WHETHER OR NOT ANY OF THE ELEMENTS PROVIDING VARIETY IN SENTENCE STRUCTURE COULD BE IDENTIFIED AND DESCRIBED. DETAILED ANALYSIS WAS MADE OF 20 PERCENT OF ALL SENTENCES PRODUCED IN THE 1000 COMPOSITIONS WRITTEN FOR THE STUDY. "AN INSTRUMENT FOR THE SYNTACTIC ANALYSIS OF CHILDREN'S COMPOSITION," THE LIST OF GUIDELINES AND EXAMPLES DEVELOPED AND UTILIZED DURING THE STUDY, PROVED VALUABLE FOR SUCH ANALYSIS. LIMITING FACTORS IN THE PROJECT WERE THOSE INHERENT IN THE VALIDITY AND RELIABILITY OF THE TESTS EMPLOYED, THE GEOGRAPHIC SPECIFICITY OF THE SAMPLE TESTED, AND THE UNCONTROLLED VARIABLES OF PHYSICAL HEALTH, VISUAL AND AUDITORY LIMITATIONS, AND POOR EMOTIONAL ADJUSTMENT, IN ADDITION TO BUILDING FACILITIES, TIME OF DAY, AND DIFFERING TECHNIQUES OF INVESTIGATORS. THE STUDY REVEALED THAT (1) ELEMENTARY STUDENTS WROTE FEWER SENTENCE UNITS THAN DID INTERMEDIATES, (2) THE RATE OF SENTENCE UNIT INCREASE SLACKENED AT THE UPPER INTERMEDIATE LEVEL, BUT PATTERN COMPLEXITY INCREASED, (3) STUDENTS USED 12 BASIC SENTENCE PATTERNS, (4) DIFFERENT SECTIONS OF ONE GRADE DID NOT ALWAYS PRODUCE SIMILARLY CONSTRUCTED SENTENCES, AND (5) ALL STUDENTS EMPLOYED SEVERAL SENTENCE PATTERNS, BUT OLDER STUDENTS USED INVERTED FORMS IGNORED BY SECOND- AND THIRD-GRADERS. (A COPY OF THE ANALYTIC INSTRUMENT IS APPENDED TO THE REPORT.) (RD)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Nebraska Univ., Lincoln. Curriculum Development Center.
Identifiers: NEBRASKA CURRICULUM DEVELOPMENT CENTER; Nebraska Instrument for Syntactic Analysis