Literaturnachweis - Detailanzeige
| Autor/inn/en | Alamargot, Denis; Flouret, Lisa; Larocque, Denis; Caporossi, Gilles; Pontart, Virginie; Paduraru, Carmen; Morisset, Pauline; Fayol, Michel |
|---|---|
| Titel | Successful Written Subject-Verb Agreement: An Online Analysis of the Procedure Used by Students in Grades 3, 5 and 12 |
| Quelle | In: Reading and Writing: An Interdisciplinary Journal, 28 (2015) 3, S.291-312 (22 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0922-4777 |
| DOI | 10.1007/s11145-014-9525-0 |
| Schlagwörter | Grade 3; Grade 5; Grade 12; Sentences; Verbs; Grammar; Nouns; Written Language; Short Term Memory; Age Differences |
| Abstract | 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. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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