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• W2994270555 abstract "If an elementary program included writing activities from the beginning of first grade, migpt students’ written language be as syntactically complex as their oral language? A review of the literature found no study in which a comparison of syntactic features had been made between firstgraders’ oral and written utterances. The purpose of the present study, therefore, was to compare the same subjects’ oral and written language samples. Using T-unit analysis, 19 first-graders’ oral and written language samples were compared to determine similarities and differences in specific syntactic structures. A COMPARISON OF SYNTACTIC STRUCTURES IN FIRST-GRADERS' ORAL AND WRITTEN LANGUAGE Linda Lehnert NORTHERN ILLINOIS UNIVERSITY, DEKALB, ILLINOIS If language developnent is viewed as an integrated process involving both expressive language abilities (speaking and writing) and receptive language abilities (listening auG reading), then krowledge of similarities and differences among these four language arts is needed for an understanding of ] anguage as an integrated process. Analysis of syntax, or sentence structure, is one means of describing linguistic utteranCES and thereby r-rovides a means for noting similarities and differences among language samples. The present study was undertaken to compare syntactic structures in oral and writtEn larl£,uage. Early studies of children's larl£,uage considered total length of response (Bear, 1939; Hoppes, 1933), ser..tence length (Hoppes, 1933); McCarthy, 1954), and use of complex sentences (Bear, 1939; Hoppes, 1933 ) as measures of language growth. Wi thin the last two decadEs, studies ( Chomsky, 1969; Hunt, 1967; Loban, 196 3 , 1 CJ76 ; Menyuk, 196 3 ; 0' Donnell, Griffin, & Norris, 1967 ; Perron, 1977 ) have focused on syntax. PrEference for T-unit analysis, a measure of syr~actic complexity, has also been expressed (Hunt, 1967; Loban, 1976; O'Donnell et al, 1967). A T-unit is a main clause and all subordinate clauses attached to it. T-unit analysis C2D be advar,tageous whu studying the syntax of children's utterances because identification of their clause boundaries is ofter.. ] ess diffiCult than detend nation nf their sentence boundaries. In the past it was thought that by the age of six the child had acquired most adult forms of syntax and graIl1TE.r (Carroll, 1960). Later research, however, has shown this not to be true. Chomsky (1969) found that syntactic acquisition takes place up to the age of nine and possibly beyond. Based on T-unit analysis, the following changes have been found to occur in syntax and are considered measures of language growth: 1) an increase in the number of words per language sample (Loban, 196 3 , 1976; 0' Donnell et aI, 1967); 2) an increase in the number of T-units per language sample (Hunt, 1967; Loban, 1963, 1976); 3) an increase in the number of sentences per language sample (Menyuk 196 3); 4) an increase in the number of words per T -uni t (Loban, 196 3 , 1976; 0' Donnell et aI, 1967); 5) an increase in t he number of words per clause (Hunt, 1967; Loban, 196 3, 1976); and 6) an increase in the ratio of clauses per T-unit (Hunt, 1967). When comparing oral and written syntax of elementary school" @default.
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• W2994270555 date "1982-01-01" @default.
• W2994270555 modified "2023-09-23" @default.
• W2994270555 title "A Comparison of Syntactic Structures in First-Graders' Oral and Written Language." @default.
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