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Descriptors:
Ambiguity; Child Language; Discourse Analysis; Elementary School Students; Language Research; Writing (Composition); Writing Skills

Abstract:
Investigates extent to which certain co-referential and structural constraints are reflected in the anaphoric noun phrases of written narratives of elementary school writers. Results indicate that poor writers are relatively insensitive to the constraints of the more difficult co-referential context, but that they (poor writers) are as sensitive as good writers to the effects of changes in thematic focus. (SL) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Case Studies; Child Development; Comparative Analysis; Developmental Stages; Elementary Secondary Education; Narration; Rhetoric; Structural Analysis (Linguistics); Writing Exercises; Writing Instruction; Writing Research; Writing Skills

Abstract:
A research project investigated the development of narrative rhetoric in students in grades 3 through 8 in New York City public schools. Two types of tasks were used, the first requiring students to write a story about the events depicted in a drawing, the second asking them to correct rhetorical problems in prepared narratives. A series of studies were conducted manipulating various stimulus characteristics and elicitation procedures. Among the many findings are the following: (1) younger children conformed fairly well to the model of simple traditional story structures, while older children conformed more to the "in media res" structure found in certain types of popular fiction; (2) among elementary school children, an increase in rhetorical complexity significantly increased story length; (3) different elicitation stimuli produced slightly different configurations of rhetorical elements implying that, for evaluating purposes, children should be required to produce more than one writing sample; (4) children had little trouble maintaining consistent voice and tense structure in their own narrative composition, but experienced problems when asked to edit others' work; and (5) children at all ages provided explicit causal or motivational information about the actions in their stories. (Extensive appendixes contain materials used in the study.) (FL) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cognitive Processes; Coherence; Curriculum Design; Descriptive Writing; Educational Objectives; Elementary Education; Expository Writing; Instructional Development; Language Acquisition; Language Usage; Learning Activities; Speech Skills; Syntax; Teaching Methods; Testing; Vocabulary Skills; Writing (Composition); Writing Instruction

Abstract:
This report, designed especially for use by researchers, evaluators, and teachers, explores the practical implications of the composing process for writing instruction and assessment. An understanding of the actual process of text composition is presented as insights into how the acquisition of aspects of writing might be facilitated are explored. The heart of the writing process lies in the act of composing, assembling potential content, and transforming it into coherent text. Attention is focused on the development of basic level writing skills during the elementary and junior high school years. The goals of a writing curriculum must include the development of both ad hoc strategies and conventional knowledge. Strategies for implementing this curriculum suppose that beginners will become better at solving composition problems if their assignments and discussions are organized around the structural and functional properties of text. In addition, young writers will benefit from activities designed to make these properties available for conscious reflection and articulation. Attention is given to the development of overall plans for a discourse, the development of skill in transforming those plans into text, the development of skill in organizing and integrating composing tasks, and the implications of these developments for writing instruction. (Author/JK) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adjectives; Child Language; Comprehension; Hypothesis Testing; Language Acquisition; Learning Theories; Psycholinguistics; Semantics; Space

Abstract:
Two tasks were used to test predictions of the Semantic Feature Hypothesis (SFH) about children's comprehension of the meaning of spatial adjectives. Predictions about acquisition order for dimensional features were supported; predictions about polarity were not. An acquisition hypothesis is offered that is contrary to the SFH. (Author/RM)

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Descriptors:
Child Language; Individual Differences; Language Acquisition; Language Research; Lexicology; Psycholinguistics; Vocabulary Development; Young Children

Abstract:
Twenty children aged 3;0 to 3;10 were studied for behavior related to the acquisition of a single new word ("chromium," which was presented as designating the color olive green). The research was conducted in three cycles: prior to exposure to "chromium," at the time of a single encounter with that word, and about a week after the first encounter. On a sorting task, performance improved markedly from one cycle to the next. A comprehension task revealed that the children varied in their assignment of a particular color as referent for "chromium," with 47% giving a correct assignment at cycle 2 and 63% at cycle 3 (compared with 35% for a control group). A naming task revealed some evidence that experience with "chromium" influenced the child's naming category for olive. Of the children who understood a hyponym task, none changed his/her judgment whether chromium was a color between the second and third cycles. The failure of half the children to learn anything makes conclusions difficult but points to further considerations, including the cause of "fast mappings." (JB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ambiguity; Communication Problems; Comparative Analysis; Context Clues; Editing; Elementary School Students; Error Patterns; Grade 4; Language Processing; Language Proficiency; Pronouns; Structural Analysis (Linguistics); Writing Skills

Abstract:
This study explores how children indicate that a new character or object is being introduced into a written text and how they tell their readers that a particular word refers to something which has appeared in the text before. In particular, the study focuses on information represented by noun phrases in written narrative texts. To investigate how some children produced referential ambiguities in such texts while others did not, 32 fourth graders, who were rated as either above or below average in writing ability and all of whom read at grade level, wrote two stories and participated in a short ambiguity detection and editing task. Stories were elicited under simple context and complex context conditions. Context effects were observed for the below-average writers. No statistically significant differences between above- and below-average writers were found on the editing task. Additionally, while no differences were found in the distribution of linguistic devices in the two groups, children were found to structure their stories differently. Above-average writers produced more than three times as many references to grouped characters as did below-average writers. Results suggest that skilled and unskilled writers differed in their strategies for constructing narrative texts. (Author/RH) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Beginning Reading; Children; Comparative Analysis; Conference Reports; Definitions; Differences; Disadvantaged; Educational Needs; Instructional Design; Literacy; Middle Class; Phonics; Reading Ability; Reading Instruction; Reading Materials; Reading Programs; Reading Research; Social Class

Abstract:
The Distar and Open Court reading programs illustrate contrasting definitions and emphases of reading instruction that are part of a larger concern--how children are expected to use their literacy skills. Both programs teach phonics, but they define phonics in different ways. Each relies on teacher-directed group instruction, but Open Court was designed for middle class children while Distar was designed for the disadvantaged; this distinction seems to be based on very different assumptions about the way their target children learn and the kinds of things that they need to know. On considering these differences and relating them to reading research, it may be concluded that the contention is not that one group is expected to be illiterate but that the groups of children may be literate in different ways. (Discussion following presentation of the paper is included.) (RL) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cognitive Development; Cognitive Processes; Color; Concept Formation; Language Acquisition; Preschool Children; Preschool Education; Research; Semantics

Abstract:
This study investigates acquisition of two aspects of the meaning of color terms: semantic organization and reference. A longitudinal, repeated measure design was used, and data were collected from 33 subjects, 2 to 4 years old at first testing. Four tasks were used: one to assess semantic organization (the acquisition of the superordinate/hyponymic relation between "color" and various color terms); two to assess acquisition of correct specific referents for color terms; and one to assess acquisition of a more general reference (knowing that color terms refer to the dimension of color as opposed to another dimension such as size). Results indicate that semantic organization precedes acquisition of correct specific referential meaning. Results from the general referential task show that most subjects had acquired an appropriate dimensional meaning. (Author/SB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cognitive Processes; Discussion (Teaching Technique); Interaction; Language Programs; Pattern Drills (Language); Preschool Education; Program Descriptions; Role Playing; Student Teacher Relationship; Teaching Methods

Abstract:
For purposes of analysis, preschool language programs can be sorted into four general categories according to the dominant type of learning activity (1) Pattern practice, (2) Cognitive verbalization, (3) Discussion, (4) Role play. Along with definitions of language, the program types differ in the kinds of interactions which occur between teacher and child and among children themselves. The kind of interaction a program promotes should be a key feature in choosing a published package for preschool use. It is important to know exactly the kind of learning relationships that are being rewarded and whether they are the kind of learning behaviors the school wishes to foster. Other major points of comparison among programs come from inspection of the teacher's guide. Programs differ in the amount of organization and sequencing provided for the teacher and they also vary in the amount of detailed information given to guide the teacher. The single most important factor in choosing a program seems to be whether the teacher is able to spend the 15 to 30 minutes per day carrying out the recommended classroom procedures. Four charts identify specific programs, materials, learning activities and types of teachers' guides analyzed for this study. [Filmed from best available copy.] (WY) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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