Subordinated clauses usage and assessment of syntactic maturity: A comparison of oral and written retellings in beginning writers

Autores
Silva, María Luisa; Sanchez Abchi, Veronica Soledad; Borzone, Ana Maria
Año de publicación
2010
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
The present longitudinal study aims to explore possible syntactic complexity differences between oral and written story retellings produced by Spanish speaking children at the end of the 1st and 2nd grades of primary education. It is assumed that differences between oral and written modalities can be found due in part to the cognitive demands of low level writing skills. Indeed, it has been observed that written texts produced by children are shorter and of lower quality than oral ones (Berninger, et al., 1992; Berninger & Swanson,1994). However, how the transcription skills might constrain the syntactic complexity of children's written texts is not well established. The children (N=163) that participated in this study were attending three different schools located in Córdoba Province, Argentina. The children were examined at the end of the 1st and 2nd year of primary education. The oral and written retellings were analyzed using Length, T- unit number and Syntactic Complexity Index (SCI) (Hunt, 1965; 1970). The analysis o ff children's productions showed differences between grades and modalities. The differences between modalities were found in text Length and T-unit, but not in SCI. These results suggest that transcription skills do not affect syntactic performance. Nevertheless, a more detailed analysis revealed differences between groups. Possible restrictions of the original text on children's performance were also observed. The implications and the scope of the SCI and units used for the analysis are furthered discussed.
Fil: Silva, María Luisa. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Sanchez Abchi, Veronica Soledad. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Borzone, Ana Maria. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Materia
DEVELOPMENTAL WRITING PROCESSES
ORAL AND WRITTEN STYLE DIFFERENCES
SYNTACTIC MATURITY
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/54997
Acceder
id CONICETDig_4e30aaf17d5517feed6c488e0c439b6e
oai_identifier_str oai:ri.conicet.gov.ar:11336/54997
network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Subordinated clauses usage and assessment of syntactic maturity: A comparison of oral and written retellings in beginning writersSilva, María LuisaSanchez Abchi, Veronica SoledadBorzone, Ana MariaDEVELOPMENTAL WRITING PROCESSESORAL AND WRITTEN STYLE DIFFERENCESSYNTACTIC MATURITYhttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5The present longitudinal study aims to explore possible syntactic complexity differences between oral and written story retellings produced by Spanish speaking children at the end of the 1st and 2nd grades of primary education. It is assumed that differences between oral and written modalities can be found due in part to the cognitive demands of low level writing skills. Indeed, it has been observed that written texts produced by children are shorter and of lower quality than oral ones (Berninger, et al., 1992; Berninger & Swanson,1994). However, how the transcription skills might constrain the syntactic complexity of children's written texts is not well established. The children (N=163) that participated in this study were attending three different schools located in Córdoba Province, Argentina. The children were examined at the end of the 1st and 2nd year of primary education. The oral and written retellings were analyzed using Length, T- unit number and Syntactic Complexity Index (SCI) (Hunt, 1965; 1970). The analysis o ff children's productions showed differences between grades and modalities. The differences between modalities were found in text Length and T-unit, but not in SCI. These results suggest that transcription skills do not affect syntactic performance. Nevertheless, a more detailed analysis revealed differences between groups. Possible restrictions of the original text on children's performance were also observed. The implications and the scope of the SCI and units used for the analysis are furthered discussed.Fil: Silva, María Luisa. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: Sanchez Abchi, Veronica Soledad. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: Borzone, Ana Maria. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaUniversity of Antwerp2010-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/54997Silva, María Luisa; Sanchez Abchi, Veronica Soledad; Borzone, Ana Maria; Subordinated clauses usage and assessment of syntactic maturity: A comparison of oral and written retellings in beginning writers; University of Antwerp; Journal of Writing Research; 2; 1; 12-2010; 47-642294-3307CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/doi/10.17239/jowr-2010.02.01.2info:eu-repo/semantics/altIdentifier/url/http://www.jowr.org/abstracts/vol2_1/Silva_et-al_2010_2_1_abstract.htmlinfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-10-22T11:30:17Zoai:ri.conicet.gov.ar:11336/54997instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-10-22 11:30:17.673CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Subordinated clauses usage and assessment of syntactic maturity: A comparison of oral and written retellings in beginning writers
title Subordinated clauses usage and assessment of syntactic maturity: A comparison of oral and written retellings in beginning writers
spellingShingle Subordinated clauses usage and assessment of syntactic maturity: A comparison of oral and written retellings in beginning writers
Silva, María Luisa
DEVELOPMENTAL WRITING PROCESSES
ORAL AND WRITTEN STYLE DIFFERENCES
SYNTACTIC MATURITY
title_short Subordinated clauses usage and assessment of syntactic maturity: A comparison of oral and written retellings in beginning writers
title_full Subordinated clauses usage and assessment of syntactic maturity: A comparison of oral and written retellings in beginning writers
title_fullStr Subordinated clauses usage and assessment of syntactic maturity: A comparison of oral and written retellings in beginning writers
title_full_unstemmed Subordinated clauses usage and assessment of syntactic maturity: A comparison of oral and written retellings in beginning writers
title_sort Subordinated clauses usage and assessment of syntactic maturity: A comparison of oral and written retellings in beginning writers
dc.creator.none.fl_str_mv Silva, María Luisa
Sanchez Abchi, Veronica Soledad
Borzone, Ana Maria
author Silva, María Luisa
author_facet Silva, María Luisa
Sanchez Abchi, Veronica Soledad
Borzone, Ana Maria
author_role author
author2 Sanchez Abchi, Veronica Soledad
Borzone, Ana Maria
author2_role author
author
dc.subject.none.fl_str_mv DEVELOPMENTAL WRITING PROCESSES
ORAL AND WRITTEN STYLE DIFFERENCES
SYNTACTIC MATURITY
topic DEVELOPMENTAL WRITING PROCESSES
ORAL AND WRITTEN STYLE DIFFERENCES
SYNTACTIC MATURITY
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv The present longitudinal study aims to explore possible syntactic complexity differences between oral and written story retellings produced by Spanish speaking children at the end of the 1st and 2nd grades of primary education. It is assumed that differences between oral and written modalities can be found due in part to the cognitive demands of low level writing skills. Indeed, it has been observed that written texts produced by children are shorter and of lower quality than oral ones (Berninger, et al., 1992; Berninger & Swanson,1994). However, how the transcription skills might constrain the syntactic complexity of children's written texts is not well established. The children (N=163) that participated in this study were attending three different schools located in Córdoba Province, Argentina. The children were examined at the end of the 1st and 2nd year of primary education. The oral and written retellings were analyzed using Length, T- unit number and Syntactic Complexity Index (SCI) (Hunt, 1965; 1970). The analysis o ff children's productions showed differences between grades and modalities. The differences between modalities were found in text Length and T-unit, but not in SCI. These results suggest that transcription skills do not affect syntactic performance. Nevertheless, a more detailed analysis revealed differences between groups. Possible restrictions of the original text on children's performance were also observed. The implications and the scope of the SCI and units used for the analysis are furthered discussed.
Fil: Silva, María Luisa. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Sanchez Abchi, Veronica Soledad. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Borzone, Ana Maria. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
description The present longitudinal study aims to explore possible syntactic complexity differences between oral and written story retellings produced by Spanish speaking children at the end of the 1st and 2nd grades of primary education. It is assumed that differences between oral and written modalities can be found due in part to the cognitive demands of low level writing skills. Indeed, it has been observed that written texts produced by children are shorter and of lower quality than oral ones (Berninger, et al., 1992; Berninger & Swanson,1994). However, how the transcription skills might constrain the syntactic complexity of children's written texts is not well established. The children (N=163) that participated in this study were attending three different schools located in Córdoba Province, Argentina. The children were examined at the end of the 1st and 2nd year of primary education. The oral and written retellings were analyzed using Length, T- unit number and Syntactic Complexity Index (SCI) (Hunt, 1965; 1970). The analysis o ff children's productions showed differences between grades and modalities. The differences between modalities were found in text Length and T-unit, but not in SCI. These results suggest that transcription skills do not affect syntactic performance. Nevertheless, a more detailed analysis revealed differences between groups. Possible restrictions of the original text on children's performance were also observed. The implications and the scope of the SCI and units used for the analysis are furthered discussed.
publishDate 2010
dc.date.none.fl_str_mv 2010-12
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/54997
Silva, María Luisa; Sanchez Abchi, Veronica Soledad; Borzone, Ana Maria; Subordinated clauses usage and assessment of syntactic maturity: A comparison of oral and written retellings in beginning writers; University of Antwerp; Journal of Writing Research; 2; 1; 12-2010; 47-64
2294-3307
CONICET Digital
CONICET
url http://hdl.handle.net/11336/54997
identifier_str_mv Silva, María Luisa; Sanchez Abchi, Veronica Soledad; Borzone, Ana Maria; Subordinated clauses usage and assessment of syntactic maturity: A comparison of oral and written retellings in beginning writers; University of Antwerp; Journal of Writing Research; 2; 1; 12-2010; 47-64
2294-3307
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.17239/jowr-2010.02.01.2
info:eu-repo/semantics/altIdentifier/url/http://www.jowr.org/abstracts/vol2_1/Silva_et-al_2010_2_1_abstract.html
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv University of Antwerp
publisher.none.fl_str_mv University of Antwerp
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
_version_ 1846781895626457088
score 12.982451

Publicaciones similares