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- W228782482 abstract "Children’s ability to reflect upon language begins to appear about age two (Clark, 1978). During the early stages of language development, children correct their own pronunciations, question the appropriateness of speech styles, play with different linguistic units, and make judgments concerning language usage for varying situations (Clark, 1978). Children exhibit an increasing awareness of language with age and soon become aware of both the form and function of language. Their metacognitive skills become apparent as they progress from the simple to the more complex linguistic structures. Children’s language acquisition and cognitive development continue to develop during the early years of school (Clark, 1978). LINGUISTIC DEVELOPMENT OF CHILDREN AND THE SYNTAX OF BASALS David L. Brown L. D. Briggs East Texas State University Commerce, Texas From an early age, children are aware of the vanous aspects of language. They are consciou of language before any formal teaching of grammar or usage, and this awareness comes f rom naturalistic experiences. Children spend their early years experimenting with language, practicing language, and expanding word meanings based on their personal experiences and interactions with others. Therefore, young children's vocabularies are replete with meaningful concepts developed during the preschool years. When children enter the first grade, they are inducted into the world of the basal reader. They are taught phonics and other word analysis skills which are considered by some researchers (Guszak, 1978; Otto, 1977) to be prerequisites for producing effective readers. Children are expected to learn to read using stories which tend to be unrealistic and nonsensical; however, the preprimer and primer stories are not known for their literary quality. Nevertheless, the natural creative abilities of children tend to be secondary to the standard reading curriculum. Although basal reader series, in general, have undergone a slow metamorphosis, it is still questionable whether children's natural language development and abilities were considered when making these changes. Sampson (1982) concluded that children exposed to preprimers and pnmers actually experienced vocabulary regression, rather than growth. Sampson's research raises many questions concerning the contributions of basal textbooks to the continued development of children's linguistic awareness. The purpose of this article is to contrast the syntactic complexity of chileren's language with the syntactic complexity of language" @default.
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- W228782482 title "Linguistic Development of Children and the Syntax of Basals" @default.
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