Written Composition at 10 Years as an Aspect of Linguistic Development

Sampson, Olive G.

doi:10.1111/j.2044-8279.1964.tb00618.x

Cited by 7 publications

(2 citation statements)

References 5 publications

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“…A nderson (1939) who followed up a group to the age of 5, compared the predictive power of verbal test items favourably with those testing non-verbal ability, but this conclusion was modified in the light of retests at adolescence by M a u r er (1946). Contemporary with the present study is one by Sampson (1956Sampson ( , 1959Sampson ( , 1962Sampson ( , 1964 concerned entirely with the speech and language development of 50 children and carried so far to the age of ten years.…”

Section: Introductionmentioning

confidence: 99%

Language and Intelligence: A Longitudinal Study of the First Eight Years

Moore¹

1967

Human Development

123

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Section: Introductionmentioning

confidence: 99%

Language and Intelligence: A Longitudinal Study of the First Eight Years

Moore¹

1967

Human Development

123

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“…AMONG recent studies of children's compositions, those by Ford ZA (1954) and Sampson (1964) have been chiefly concerned with 1 \. linguistic features.…”

Section: Introductionmentioning

confidence: 99%

Animated Beings in Children's Imaginative Composition

Moore

1967

Educational Review

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Compositions on the topic A Strange Dream were obtained from 327 children attending 12 Northern Ireland schools. Subjects ranged in age from 9 to 16 years. When boys and girls from the same school classes were compared, girls' mean numbers of words were found to be greater than boys' in all cases. In nine out of ten schools, boys named a higher proportion of male characters than did girls, and in nine out of ten schools girls named a higher proportion of female characters than did boys. No consistent sex differences were found for mentions of beings of unspecified sex. There was also a general tendency for boys to name a higher proportion of same-sex beings and a lower proportion of opposite-sex beings than girls. Certain other sex differences changed in direction with the age of the subjects. There was some evidence that the 10-11 year old and 11-12 year old samples had features in common which differentiated them from other older and younger age groups and it seemed probable that these features were related to the approach of puberty in the girls. Girls of 12-13 years mentioned a much higher proportion of fantastic characters than did any other group.

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Development of Native Language Skills Beyond the Early Years

Carroll¹

1968

ETS Research Bulletin Series

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This chapter, prepared for a volume on Language Learning to be published by the National Council of Teachers of English, is a review of the development of language competence and performance skills beyond the years of primary language acqu~sition, i.e., from about the first grade on. First, development of specific skills relating to phonology, syntax, and vocabulary is reviewed, and then attention shifts to the development of "integrated skills ll :listening, speaking, reading, and writing. Emphasis is put on identifying dimens~ons of individual d~fferences in rates of growth and development. Although a substantial degree of basic competence in the rules of the native language is attained by the normal child at school entry age, development is by no means complete at that time. In many aspects of language skill, development continues throughout the years of schooling and to a lesser extent throughout adult life In adult populations, there are enormous individual differences in nearly all aspects of language skill. Gaps in our knowledge of factors in development are pointed out DEVELOPMENT OF NATIVE LANGUAGE SKILIS BEYOND THE EARLY YEARS I

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Written Composition at 10 Years as an Aspect of Linguistic Development

Cited by 7 publications

References 5 publications

Language and Intelligence: A Longitudinal Study of the First Eight Years

Language and Intelligence: A Longitudinal Study of the First Eight Years

Animated Beings in Children's Imaginative Composition

Development of Native Language Skills Beyond the Early Years

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