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ERIC Number: EJ1051575
Record Type: Journal
Publication Date: 2015-Mar
Pages: 22
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0922-4777
Successful Written Subject-Verb Agreement: An Online Analysis of the Procedure Used by Students in Grades 3, 5 and 12
Alamargot, Denis; Flouret, Lisa; Larocque, Denis; Caporossi, Gilles; Pontart, Virginie; Paduraru, Carmen; Morisset, Pauline; Fayol, Michel
Reading and Writing: An Interdisciplinary Journal, v28 n3 p291-312 Mar 2015
This study was designed to (1) investigate the procedure responsible for successful written subject-verb agreement, and (2) describe how it develops across grades. Students in Grades 3, 5 and 12 were asked to read noun-noun-verb sentences aloud (e.g., "Le chien des voisins mange" ["The dog of the neighbors eats"]) and write out the verb inflections. Some of the nouns differed in number, thus inducing attraction errors. Results showed that third graders were successful because they implemented a declarative procedure requiring regressive fixations on the subject noun while writing out the inflection. A dual-step procedure (Hupet, Schelstraete, Demaeght, & Fayol, 1996) emerged in Grade 5, and was fully efficient by Grade 12. This procedure, which couples an automatized agreement rule with a monitoring process operated within working memory (without the need for regressive fixations), was found to trigger a mismatch asymmetry (singular-plural > plural-singular) in Grade 5. The time course of written subject-verb agreement, the origin of agreement errors and differences between the spoken and written modalities are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 5; Intermediate Grades; Middle Schools; Grade 12; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A