Developmental Differences in Sentence Constructivity among School Age Children.

Autor/in	Caron, Thomas A.
Titel	Developmental Differences in Sentence Constructivity among School Age Children.
Quelle	(1984), (89 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Age Differences; Basal Reading; Child Development; Comparative Analysis; Developmental Stages; Elementary Education; Grade 2; Grade 4; Grade 6; Inferences; Learning Processes; Linguistic Theory; Reading Comprehension; Reading Processes; Reading Research; Semantics; Sentence Structure + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Lesetraining; Kindesentwicklung; Elementarunterricht; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Inference; Inferenz; Learning process; Lernprozess; Linguistische Theorie; Leseverstehen; Leseprozess; Leseforschung; Semantik; Satzbau; Satzstruktur
Abstract	A study examined the existence in elementary school children of (1) sentence constructivity, (2) developmental differences in constructivity, (3) differences in constructivity across performance levels, and (4) differences after a one- or two-day delay. The study was intended as a partial replication of work by C. Z. Blachowicz (1977-78), which demonstrated the phenomenon of sentence constructivity as part of reading comprehension among children. Subjects were 44 second grade, 54 fourth grade, and 50 sixth grade students from intact classes in a public school in Victoria, British Columbia. The students read a basal story and completed a sentence recognition task. The task required the students to indicate sentences that were literally identical to those in the story, but not those that simply meant the same thing. One or two days later, the recognition task was repeated without access to the story. Results were analyzed for sentence types, grade levels, performance levels, and trials (immediate or delayed). Findings indicated support for constructivity in sentence type analysis, a decrease in errors as grade levels increased, no difference across performance levels, and an increase in constructivity after a delay. The results confirm and extend Blachowicz's findings. A five-page bibliography is provided; appendixes include the story used, the recognition test and the raw data presented in tabular form. (FL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC