Development of Grammatical Structures in Pre-School Age Children [electronic resource] / Joanne R. Nurss and David E. Day.
The purpose of this study was to describe the level of language maturity and the effect of a preschool language program on the language development of urban, Southern 4-year-olds. The 147 subjects (57 lower status blacks, 40 lower status whites, and 50 upper status whites) all participated in five-d...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1970.
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MARC
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| 099 | |f ERIC DOC # |a ED042485 | ||
| 100 | 1 | |a Nurss, Joanne R. | |
| 245 | 1 | 0 | |a Development of Grammatical Structures in Pre-School Age Children |h [electronic resource] / |c Joanne R. Nurss and David E. Day. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1970. | ||
| 300 | |a 6 p. | ||
| 500 | |a ERIC Document Number: ED042485. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association, Minneapolis, Minnesota, March, 1970. |5 ericd. | ||
| 500 | |a Educational level discussed: Preschool Education. | ||
| 520 | |a The purpose of this study was to describe the level of language maturity and the effect of a preschool language program on the language development of urban, Southern 4-year-olds. The 147 subjects (57 lower status blacks, 40 lower status whites, and 50 upper status whites) all participated in five-day per week prekindergarten programs. Dependent variables were measured by use of the Day Language Screen and the Brown, Fraser, Bellugi Test of Grammatical Contrasts. The Day Language Screen measures proficiency in certain receptive and expressive aspects of standard American English, while the Test of Grammatical Contrasts assesses ability to imitate, comprehend, and produce selected grammatical structures. Analysis of the Language Screen data revealed that, while no significant sex or sex-status-race interaction effects occurred, there were significant status-race effects on pretest, posttest, and gain scores. Upper class subjects had higher pre- and posttest scores, but lower class subjects of both races had larger gain scores. The upper class group scored significantly higher on all three tasks of the Test of Grammatical Contrasts, while, between the two lower class groups, the whites scored higher on the comprehension task, blacks on the imitation, and there was no significant difference on the production. (MH) | ||
| 650 | 0 | 7 | |a Comprehension. |2 ericd. |
| 650 | 1 | 7 | |a Educational Experiments. |2 ericd. |
| 650 | 0 | 7 | |a Imitation. |2 ericd. |
| 650 | 1 | 7 | |a Language Acquisition. |2 ericd. |
| 650 | 1 | 7 | |a Preschool Education. |2 ericd. |
| 650 | 1 | 7 | |a Program Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Socioeconomic Status. |2 ericd. |
| 650 | 0 | 7 | |a Validity. |2 ericd. |
| 700 | 1 | |a Day, David E. | |
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