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ERIC Number: ED048272
Record Type: RIE
Publication Date: 1970-Dec
Reference Count: 0
Linguistic Structures and Deviations in Children's Written Sentences; Report from Project 204, Phase 2: Oral and Written Language Learning.
Golub, Lester S.; Frederick, Wayne C.
The objectives of this study were (1) to analyze the linguistic structures and the linguistic deviations used by children in their written sentences, and (2) to compare the structures and deviations with the quality of the writing, as judged by three competent raters. Eighty fourth-grade and 80 sixth-grade children (8% black) from working-class families, showing a mean IQ of 106 with a standard deviation of 12, were given a picture as a stimulus and asked to write a composition based on it. Types of linguistic structures and deviations were then tabulated. The discourse samples were grouped into three categories--high, medium, and low--and then compared on each of 63 measures. Themes rated high were longer than average while low themes were shorter and showed little use of such structures as subordinate clauses, modals and adverbs. Grade and sex differences were apparent in the measures, with females producing more discourse than males and sixth graders writing longer T-units than fourth graders. Only 24 categories of syntactic deviations appeared and the lexical deviations also seemed to fall into a few general groups. It was concluded that such groupings present the possibility of a rational approach to teaching the standard syntax and spelling. (Further implications of the study, tables of research findings, and a list of references are given.) (Author/MF)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.