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• W335451923 abstract "This study examines children's use of conjunctions. Three major issues are addressed: linguistic complexity, developmental differences, and ethnic differences. The participants in the study third, sixth, and ninth graders were of Anglo, Black, and Hispanic ethnicity. They completed sentence fragments ending in the conjunctions and, but, because, and even though. These conjunctions can be paired, and-but and because-even though, where the second member of each pair is basically the negative of the first. Scores based on the authors' judgments of the appropriateness of the sentence completions indicate that the positive member of each pair was easier than the negative one; the complete order of difficulty for the four conjunctions was because < and < but < even though. The order of difficulty was constant across grades and ethnic groups. For all ethnic groups there was improvement in the use of conjunctions between third and ninth grade. However, the grade by which effective mastery of each conjunction was reached differed for the three ethnic groups, being in general earliest for Anglos and latest for Hispanics. For all groups correct use of conjunctions was correlated with reading comprehension. One of the most important educational issues in the U.S. today centers around the poor literacy skills of non-mainstream children. In an attempt to discover the source of the problem, many researchers have employed contrastive analysis, comparing the child's first dialect or language with Standard English, noting points of difference, and then attempting to demonstrate the effects of interference from the home dialect or language on developing literacy in Standard English. These endeavors have met with mixed success. Although in some instances contrastive analyses have been able to account for points of difficulty for the child (e.g., Labov, 1970; Hall & Turner, 1972; Barrera, 1978), in many other cases no interference has been found (e.g., Schaaf, 1971; Nolen, 1972; Hockman, 1973; Flores, 1982). Consequently, it appears improbable that differences between home and school language per se are a major source of difficulty. The work of Hess and Shipman (1965) and Bernstein (1962, 1970) among others suggests that The research reported herein was supported in part by the National Institute of Education under Contract No. US-NIE-C-400-76-0116. Research in the Teaching of English, Vol. 19, No. 3, October 1985" @default.
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• W335451923 date "1985-01-01" @default.
• W335451923 modified "2023-09-28" @default.
• W335451923 title "A Study of the Use of Conjunctions across Grades and Ethnic Groups." @default.
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