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- W2020888622 abstract "The development of written language ability in 96 children, equally distributed across grades 5 to 10, was studied. All subjects were provided with an identical stimulus picture and were then allowed 20 minutes to write an essay related to it. Subsequently essays were scored according to nine criteria chosen to represent areas of productivity, spelling, semantic development and syntax. Sex differences were found in scores of one variable while significant differences between grades were identified in scores pertaining to each of the four major areas. Measurements of syntactic ability showed the most variability and were the least predictive. The three best predictors were found in scores of spelling, productivity and semantic development. These results suggest that some areas of written language, such as syntax and spelling, are consolidated in the early years while others continue to develop throughout adolescence." @default.
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- W2020888622 date "1983-12-01" @default.
- W2020888622 modified "2023-09-23" @default.
- W2020888622 title "An Assessment of Written Language Ability in Children" @default.
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- W2020888622 doi "https://doi.org/10.3109/asl2.1983.11.issue-2.05" @default.
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