"ERIC ED071095: Elementary Pupils' Knowledge Of The Structure Of American English And The Relationship Of Such Knowledge To The Ability To Use Language Effectively In Composition. Final Report." - Information and Links:

ERIC ED071095: Elementary Pupils' Knowledge Of The Structure Of American English And The Relationship Of Such Knowledge To The Ability To Use Language Effectively In Composition. Final Report. - Info and Reading Options

"ERIC ED071095: Elementary Pupils' Knowledge Of The Structure Of American English And The Relationship Of Such Knowledge To The Ability To Use Language Effectively In Composition. Final Report." and the language of the book is English.


“ERIC ED071095: Elementary Pupils' Knowledge Of The Structure Of American English And The Relationship Of Such Knowledge To The Ability To Use Language Effectively In Composition. Final Report.” Metadata:

  • Title: ➤  ERIC ED071095: Elementary Pupils' Knowledge Of The Structure Of American English And The Relationship Of Such Knowledge To The Ability To Use Language Effectively In Composition. Final Report.
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  • Language: English

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  • Internet Archive ID: ERIC_ED071095

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"ERIC ED071095: Elementary Pupils' Knowledge Of The Structure Of American English And The Relationship Of Such Knowledge To The Ability To Use Language Effectively In Composition. Final Report." Description:

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Evidence seems to suggest that children whose dialects are nonstandard generally produce compositions considered lower in quality than those produced by middle and upper-middle class children. The focus of this study, therefore, was to examine the relationship between children's knowledge of the structure of their language and their judged ability to use language effectively in composition. Eight classes of sixth grade students (representing Caucasian and black, and lower and middle class) were administered the Linguistic Ability Measurement Program (LAMP), since it provides an effective means of assessing pupils' knowledge of the operation of their language. Writing samples (a theme, a story, and a poem) were then collected under conditions as uniform and as controlled as was possible. Seven judges were asked to rate the composition samples through an application of objective criteria. An analysis of the data revealed that middle class pupils, Caucasian pupils, and girls scored significantly higher on all measures and that there was a greater correlation between test scores and composition ratings for middle class subjects than for lower class subjects. (HS)

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  • Internet Archive Link: Archive.org page
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