ERIC Number: ED269739
Record Type: RIE
Publication Date: 1986-Apr
Reference Count: 0
The Effects of Sentence Combining Instructions on Controlled and Free Writing and on Scores for Standardized Tests of Sentence Structure and Reading Comprehension.
Evans, Ron; And Others
A series of studies was conducted to explore three trends that have emerged from sentence combining research: (1) students with lower abilities in sentence combining and reading comprehension tend to register higher gains in both areas as a result of sentence combining instruction; (2) the broader the range of any student's sentence combining strategies, the better he or she will do in reading comprehension; and (3) specific syntactic constructions or combining transformations are indigenous to identifiable chronological stages of development. Subjects in the studies were 30 college juniors at The University of West Florida and 71 twelfth-grade and 30 sixth-grade students in the panhandle region of Florida. Results indicated that sentence combining instruction most influenced the reading and writing development of students with low abilities in these areas, that the integration of traditional and transformational sentence combining strategies influenced high school students just as dramatically as exclusive instruction in sentence combining, and that sentence combining most sensitively distinguished between and measured gains among the reading and writing skills of students who began such instruction with the lowest skills. Overall, the findings confirmed the bond between syntactic constructions in reading and writing. Two pages of references and three tables of findings conclude the document. (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986).