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• 1. [Article] Chronological Age, Mental Age and Socioeconomic Status Variance in Expressive Preposition Acquisition of Young Children

  The present study was designed to determine the ages at which a sample of children between eighteen and forty-two months verbally and correctly express the fourteen prepositions known to be acquired by ...

  Citation × Citation Citation Abstract Copy Title: Chronological Age, Mental Age and Socioeconomic Status Variance in Expressive Preposition Acquisition of Young Children Author: Heckel, Arthur J. Year: 1975 The present study was designed to determine the ages at which a sample of children between eighteen and forty-two months verbally and correctly express the fourteen prepositions known to be acquired by age four, using the Revised Expressive Preposition Test (REPT). The REPT was administered to sixty children chosen from day care centers and private homes within the metropolitan area of Portland, Oregon. Therewas no preference as to the sex, intelligence of the child or socio- economic status of the child's family. A statistical analysis was performed to determine the correlation between HEPT scores and the child's chronological age, mental age and the socioeconomic status of the child's family. Results show that expressive prepositions tend to be acquired at different age levels. Each age group tended to use a progressively greater number of the prepositions. None of the eighteen month olds used any of the prepositions. Only one-fourth of the twenty-four month olds used any of the prepositions. Half or more of the thirty month olds expressed the prepositions "under," "on," "in" and "up." Half or more of the thirty-six month olds expressed the prepositions "out of," "at," "in" and "up," but not "under" and "on." Half or more of the forty-two month olds expressed the prepositions "to, II, "out of," "under," "around," "at," "of," "with" and "up." One hundred per cent of the forty-two month olds also used the prepositions "in" and "on." The prepositions which were never expressed by 50 per cent of any of the children were "behind," "across," "off" and "by." A statistical analysis of the data revealed a moderate correlation between the children's REPT scores and their chronological ages (.68). Correlation coefficients indicated a high correlation between the children's REFT scores and their combined chronological and mental ages (.82). The children's SES scores did not correlate with REPT scores (1 per cent) when considered together with chronological and mental ages. Title: Chronological Age, Mental Age and Socioeconomic Status Variance in Expressive Preposition Acquisition of Young Children Author: Heckel, Arthur J. Year: 1975 The present study was designed to determine the ages at which a sample of children between eighteen and forty-two months verbally and correctly express the fourteen prepositions known to be acquired by age four, using the Revised Expressive Preposition Test (REPT). The REPT was administered to sixty children chosen from day care centers and private homes within the metropolitan area of Portland, Oregon. Therewas no preference as to the sex, intelligence of the child or socio- economic status of the child's family. A statistical analysis was performed to determine the correlation between HEPT scores and the child's chronological age, mental age and the socioeconomic status of the child's family. Results show that expressive prepositions tend to be acquired at different age levels. Each age group tended to use a progressively greater number of the prepositions. None of the eighteen month olds used any of the prepositions. Only one-fourth of the twenty-four month olds used any of the prepositions. Half or more of the thirty month olds expressed the prepositions "under," "on," "in" and "up." Half or more of the thirty-six month olds expressed the prepositions "out of," "at," "in" and "up," but not "under" and "on." Half or more of the forty-two month olds expressed the prepositions "to, II, "out of," "under," "around," "at," "of," "with" and "up." One hundred per cent of the forty-two month olds also used the prepositions "in" and "on." The prepositions which were never expressed by 50 per cent of any of the children were "behind," "across," "off" and "by." A statistical analysis of the data revealed a moderate correlation between the children's REPT scores and their chronological ages (.68). Correlation coefficients indicated a high correlation between the children's REFT scores and their combined chronological and mental ages (.82). The children's SES scores did not correlate with REPT scores (1 per cent) when considered together with chronological and mental ages. Close

• 2. [Article] The acquisition of obligatory-do

  The auxiliary verb obligatory-do is used in forming questions, negative and emphatic sentences. Currently there is no test or norms established for the acquisition of obligatory-do. The purpose of this ...

  Citation × Citation Citation Abstract Copy Title: The acquisition of obligatory-do Author: Maresh-Ericksen, Bernadette Year: 1982 The auxiliary verb obligatory-do is used in forming questions, negative and emphatic sentences. Currently there is no test or norms established for the acquisition of obligatory-do. The purpose of this study was to establish age trends, via elicited imitation for the acquisition of obligatory-do according to the sentence type in which it expressively occurs i.e., negative sentences, emphatic sentences, interrogative reversals and wh-questions. This study addressed the following question: At what ages do children expressively demonstrate, via elicited imitation, the auxiliary verb obligatory-do in negative sentences, emphatic sentences, interrogative reversals and wh-questions? A secondary question was: In what manner does age and MLU, mean length of utterance, of 25 utterances correlate with the acquisition of obligatory-do? Title: The acquisition of obligatory-do Author: Maresh-Ericksen, Bernadette Year: 1982 The auxiliary verb obligatory-do is used in forming questions, negative and emphatic sentences. Currently there is no test or norms established for the acquisition of obligatory-do. The purpose of this study was to establish age trends, via elicited imitation for the acquisition of obligatory-do according to the sentence type in which it expressively occurs i.e., negative sentences, emphatic sentences, interrogative reversals and wh-questions. This study addressed the following question: At what ages do children expressively demonstrate, via elicited imitation, the auxiliary verb obligatory-do in negative sentences, emphatic sentences, interrogative reversals and wh-questions? A secondary question was: In what manner does age and MLU, mean length of utterance, of 25 utterances correlate with the acquisition of obligatory-do? Close

• 3. [Article] A comparative study of the developmental sentence scoring normative data obtained in Canby, Oregon, and the Midwest, for children between the ages of 6.0 and 6.11 years

  The purpose of the present study was to investigate the effect of geographical differences on the DSS normative data for children ages 2 6.0 to 6.11, by comparing the original DSS normative data (Koenigsknecht, ...

  Citation × Citation Citation Abstract Copy Title: A comparative study of the developmental sentence scoring normative data obtained in Canby, Oregon, and the Midwest, for children between the ages of 6.0 and 6.11 years Author: Tilden-Browning, Stacy Ann Year: 1985 The purpose of the present study was to investigate the effect of geographical differences on the DSS normative data for children ages 2 6.0 to 6.11, by comparing the original DSS normative data (Koenigsknecht, 1974) with that obtained in Canby, Oregon. A collateral purpose was to develop norms for the geographical area of Canby, Oregon, using the DSS procedure. Forty children, ten within each of the four, three-month age subgroups between 6.0 and 6.11, were chosen. All of the children came from monolingual, middle-class families and had normal hearing, normal receptive vocabulary skills, and no known unusual social, developmental, or behavioral histories. A language sample, from which a corpus of 50 utterances was selected for analysis, was elicited from each child. Each corpus was analyzed according to the DSS procedures recommended by Lee (1974). Title: A comparative study of the developmental sentence scoring normative data obtained in Canby, Oregon, and the Midwest, for children between the ages of 6.0 and 6.11 years Author: Tilden-Browning, Stacy Ann Year: 1985 The purpose of the present study was to investigate the effect of geographical differences on the DSS normative data for children ages 2 6.0 to 6.11, by comparing the original DSS normative data (Koenigsknecht, 1974) with that obtained in Canby, Oregon. A collateral purpose was to develop norms for the geographical area of Canby, Oregon, using the DSS procedure. Forty children, ten within each of the four, three-month age subgroups between 6.0 and 6.11, were chosen. All of the children came from monolingual, middle-class families and had normal hearing, normal receptive vocabulary skills, and no known unusual social, developmental, or behavioral histories. A language sample, from which a corpus of 50 utterances was selected for analysis, was elicited from each child. Each corpus was analyzed according to the DSS procedures recommended by Lee (1974). Close

• 4. [Article] Developmental sentence scoring sample size comparison

  Assessment of language abilities is an integral part of accruing information on the development of concept formation and the learning of grammatical rules. The maturity and complexity of a child's language ...

  Citation × Citation Citation Abstract Copy Title: Developmental sentence scoring sample size comparison Author: Valenciano, Marilyn May Year: 1981 Assessment of language abilities is an integral part of accruing information on the development of concept formation and the learning of grammatical rules. The maturity and complexity of a child's language can be assessed through the use of a language sample. The sample consists of a specified number of utterances which are emitted spontaneously and then analyzed according to a given procedure. The purpose of this study was to determine if there is a significant difference among the scores obtained from language samples of 25, 50, and 75 utterances when using the DSS procedure for ages 4.0 through 4.6 years. Twelve children, selected on the basis of chronological age, normal receptive vocabulary skills, normal hearing, and a monolingual background, participated as subjects. Title: Developmental sentence scoring sample size comparison Author: Valenciano, Marilyn May Year: 1981 Assessment of language abilities is an integral part of accruing information on the development of concept formation and the learning of grammatical rules. The maturity and complexity of a child's language can be assessed through the use of a language sample. The sample consists of a specified number of utterances which are emitted spontaneously and then analyzed according to a given procedure. The purpose of this study was to determine if there is a significant difference among the scores obtained from language samples of 25, 50, and 75 utterances when using the DSS procedure for ages 4.0 through 4.6 years. Twelve children, selected on the basis of chronological age, normal receptive vocabulary skills, normal hearing, and a monolingual background, participated as subjects. Close

• 5. [Article] Developmental sentence scoring : a comparative study conducted in Portland, Oregon

  The purpose of this investigation was to replicate the study conducted by Lee and Canter (1971) and Lee (1974a) to determine if a significant difference among the scores in the two studies existed due ...

  Citation × Citation Citation Abstract Copy Title: Developmental sentence scoring : a comparative study conducted in Portland, Oregon Author: McCluskey, Kathryn Marie Year: 1984 The purpose of this investigation was to replicate the study conducted by Lee and Canter (1971) and Lee (1974a) to determine if a significant difference among the scores in the two studies existed due to geographical location, and to initiate the establishment of norms for the Portland, Oregon geographical area. Forty children, selected on the basis of chronological age (4.0 to 4.11 years), normal receptive vocabulary skills, normal hearing, and a monolingual background, participated as subjects. A language sample of fifty utterances was elicited from each child and analyzed according to the Developmental Sentence Scoring (DSS) procedure. Title: Developmental sentence scoring : a comparative study conducted in Portland, Oregon Author: McCluskey, Kathryn Marie Year: 1984 The purpose of this investigation was to replicate the study conducted by Lee and Canter (1971) and Lee (1974a) to determine if a significant difference among the scores in the two studies existed due to geographical location, and to initiate the establishment of norms for the Portland, Oregon geographical area. Forty children, selected on the basis of chronological age (4.0 to 4.11 years), normal receptive vocabulary skills, normal hearing, and a monolingual background, participated as subjects. A language sample of fifty utterances was elicited from each child and analyzed according to the Developmental Sentence Scoring (DSS) procedure. Close

• 6. [Article] A comparative study of the developmental sentence scoring normative data obtained in Portland, Oregon, and the Midwest, for children between the ages of 5.0 and 5.11 years

  The focus of this study was the Developmental Sentence Scoring (DSS), developed by Lee and Canter (1971) and Lee (1974). The DSS is used to analyze a corpus of 50 utterances according to eight grammatical ...

  Citation × Citation Citation Abstract Copy Title: A comparative study of the developmental sentence scoring normative data obtained in Portland, Oregon, and the Midwest, for children between the ages of 5.0 and 5.11 years Author: McNutt, Eileen Year: 1985 The focus of this study was the Developmental Sentence Scoring (DSS), developed by Lee and Canter (1971) and Lee (1974). The DSS is used to analyze a corpus of 50 utterances according to eight grammatical categories. Once a DSS score is determined for an individual child, that child's performance can be compared to that of his/ her peers, using the normative data provided by Lee (1974), and reported by Koenigsknecht (1974). This normative data has been widely used both clinically, and in research projects with little regard for the validity of the norms when applied outside the Midwest, where it was originally normed. Title: A comparative study of the developmental sentence scoring normative data obtained in Portland, Oregon, and the Midwest, for children between the ages of 5.0 and 5.11 years Author: McNutt, Eileen Year: 1985 The focus of this study was the Developmental Sentence Scoring (DSS), developed by Lee and Canter (1971) and Lee (1974). The DSS is used to analyze a corpus of 50 utterances according to eight grammatical categories. Once a DSS score is determined for an individual child, that child's performance can be compared to that of his/ her peers, using the normative data provided by Lee (1974), and reported by Koenigsknecht (1974). This normative data has been widely used both clinically, and in research projects with little regard for the validity of the norms when applied outside the Midwest, where it was originally normed. Close