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ERIC Number: ED191007
Record Type: RIE
Publication Date: 1980-Jul
Pages: 17
Abstractor: N/A
Reference Count: 0
The Effects of Sentence Combining Instruction on Syntactic Maturity, Reading Achievement, and Language Arts Skills Achievement.
Melvin, Mary P.
The effects of sentence combining instruction on student writing skills (punctuation, capitalization, grammar, and syntactic maturity) and reading achievement were studied in eight-, nine-, ten-, and eleven-year-old children. The experimental group, which received instruction in sentence combining, consisted of 20 students from each age group. This group was matched by age, sex, and socioeconomic status to a control group of students receiving regular instructional activities. Both groups completed the same sets of pretests and posttests: reading tests, language arts tests, and writing samples. After four months of instruction, there were scattered instances of significant differences between and among variables, but it was impossible to identify any patterns that would clarify or explain the existing differences. The results indicated no significant differences in language arts achievement or in syntactic maturity between the groups. Within the experimental group, there was no significant difference between the syntactic maturity scores of boys and girls. The results did not suggest any correlation between syntactic maturity or instruction in sentence combining and achievement in reading comprehension. Instruction in sentence combining was not found to be more effective at any one age or grade level than at other levels. (RL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Syntactic Maturity