Research on grammar for writing

Focused teaching improves writing

NEW IN 2010: Research by Prof Debra Myhill and colleagues has shown a very clear positive effect of focused grammar teaching on pupils’ writing skills.

Bryant, P., Devine, M., Ledward, A., and Nunes, T. (2002). Spelling with Apostrophes and Understanding Possession. British Journal of Educational Psychology 67. 91-110.

Bryant, P., Nunes, T., and Bindman, M. (2004). The Relations Between Children’s Linguistic Awareness and Spelling: The Case of the Apostrophe. Reading and Writing 12. 253-276.

Nunes, T. and Bryant, P. (2006) Improving Literacy by Teaching Morphemes. (London: Routledge)

Nunes, T., Bryant, P., and Bindman, M. (1997). Learning to Spell Regular and Irregular Verbs. Reading and Writing 9. 427-449.

Hurry, J. (2005) Why morphology matters and comprehension counts. Discussion paper for QCA’s “English 21” inquiry.

Hurry, J; Nunes, T; Bryant, P; Pretzlik, U; Parker, M; Curno, T; and Midgely, L. (2005) Transforming research on morphology into teaching practice. Research Papers in Education 20. 187-206.

Sentence combining improves writing

Hillocks, G. and Mavrognes, N. (1986). Sentence combining. In Hillocks, G.(ed.), Research on Wrtten Composition: New Directions for Teaching. Urbana, IL: NCTE. 142-146.

Hillocks, G. (2003). Reconceptualizing Writing Curricula: What We Know and Can Use.

Even unintegrated grammar teaching can help some children

Bateman, D. R. and Zidonis, F. J. (1966). The effect of a study of transformational grammar on the writing of ninth and tenth graders. Champaign, Ill.: National Council of Teachers of English.

Unintegrated teaching generally doesn’t improve writing

Andrews, R., Beverton, S., Locke, T., Low, G., Robinson, A., Torgerson, C., and Zhu, D. (2004). The effect of grammar teaching (syntax) in English on 5 to 16 year olds’ accuracy and quality in written composition.

Elley, W. (1994). Grammar Teaching and Language Skill. In Asher, R. E.(ed.), Encyclopedia of Language and Linguistics. Oxford: Pergamon. 1468-1471.

Hudson, R. (2001). Grammar teaching and writing skills: the research evidence. Syntax in the Schools 17. 1-6.

Wyse, D. (2001). Grammar for Writing? A critical review of empirical evidence. British Journal of Educational Studies 49. 411-427.

Grammars continue to grow through school age.

Chomsky, C. (1969). The  acquisition  of  syntax  in  children  from  5  to  10. Cambridge, MA: MIT Press.

Perera, K. (1984). Children’s Writing and Reading. Analysing Classroom Language. Oxford: Blackwell.

Perera, K. (1990). Grammatical differentiation between speech and writing in children aged 8 to 12. In Carter, R.(ed.), Knowledge About Language and the Curriculum. London: Hodder and Stoughton. 216-233.

Teaching pupils grammar improves their listening and comprehension skills

Dabrowska, E. (1997) The LAD goes to school: A cautionary tale for nativists. Linguistics 35,
735-766.

Chipere, N. (2001). Variations in native speaker competence: Implications for native language teaching. Language Awareness 10. 107-124.

Chipere, N. (2003). Understanding Complex Sentences: Native Speaker Variation in Syntactic Competence. London: Palgrave Macmillan.

Street, J & Dabrowska, E. (2010) More individual differences in language attainment: How much do adult native
speakers of English know about passives and quantifiers? Lingua 120, 2080-2094

Investigative grammar teaching helps children to understand the scientific method.

Fabb, N. (1985). Linguistics for ten-year-olds. MIT Working Papers in Linguistics 6. 45-61.

Honda, M. (1994). Linguistic inquiry in the science classroom: “It Is Science, but It’s Not Like a Science Problem in a Book”. MIT Occasional Papers in Linguistics 6. 1-262.

Honda, M. and O’Neil, W. (1993). Triggering science-forming capacity through linguistic inquiry. In Hale, K. & Keyser, J.(eds.), The View From Building 20: Essays in Linguistics in Honor of Sylvain Bromberger. Cambridge, MA: MIT Press. 229-255.

 

Research on the effects of grammar teaching on writing skills

last revised 13 Jan 2012

Focused teaching improves writing

NEW IN 2010: Research by Prof Debra Myhill and colleagues has shown a very clear positive effect of focused grammar teaching on pupils’ writing skills.

Bryant, P., Devine, M., Ledward, A., and Nunes, T. (2002). Spelling with Apostrophes and Understanding Possession. British Journal of Educational Psychology 67. 91-110.

Bryant, P., Nunes, T., and Bindman, M. (2004). The Relations Between Children’s Linguistic Awareness and Spelling: The Case of the Apostrophe. Reading and Writing 12. 253-276.

Nunes, T. and Bryant, P. (2006) Improving Literacy by Teaching Morphemes. (London: Routledge)

Nunes, T., Bryant, P., and Bindman, M. (1997). Learning to Spell Regular and Irregular Verbs. Reading and Writing 9. 427-449.

Hurry, J. (2005) Why morphology matters and comprehension counts. Discussion paper for QCA’s “English 21” inquiry.

Hurry, J; Nunes, T; Bryant, P; Pretzlik, U; Parker, M; Curno, T; and Midgely, L. (2005) Transforming research on morphology into teaching practice. Research Papers in Education 20. 187-206.

Sentence combining improves writing

Hillocks, G. and Mavrognes, N. (1986). Sentence combining. In Hillocks, G.(ed.), Research on Wrtten Composition: New Directions for Teaching. Urbana, IL: NCTE. 142-146.

Hillocks, G. (2003). Reconceptualizing Writing Curricula: What We Know and Can Use.

Even unintegrated grammar teaching can help some children

Bateman, D. R. and Zidonis, F. J. (1966). The effect of a study of transformational grammar on the writing of ninth and tenth graders. Champaign, Ill.: National Council of Teachers of English.

Unintegrated teaching generally doesn’t improve writing

Andrews, R., Beverton, S., Locke, T., Low, G., Robinson, A., Torgerson, C., and Zhu, D. (2004). The effect of grammar teaching (syntax) in English on 5 to 16 year olds’ accuracy and quality in written composition.

Elley, W. (1994). Grammar Teaching and Language Skill. In Asher, R. E.(ed.), Encyclopedia of Language and Linguistics. Oxford: Pergamon. 1468-1471.

Hudson, R. (2001). Grammar teaching and writing skills: the research evidence. Syntax in the Schools 17. 1-6.

Wyse, D. (2001). Grammar for Writing? A critical review of empirical evidence. British Journal of Educational Studies 49. 411-427.

Grammars continue to grow through school age.

Chomsky, C. (1969). The  acquisition  of  syntax  in  children  from  5  to  10. Cambridge, MA: MIT Press.

Perera, K. (1984). Children’s Writing and Reading. Analysing Classroom Language. Oxford: Blackwell.

Perera, K. (1990). Grammatical differentiation between speech and writing in children aged 8 to 12. In Carter, R.(ed.), Knowledge About Language and the Curriculum. London: Hodder and Stoughton. 216-233.

Teaching pupils grammar improves their listening and comprehension skills

Dabrowska, E. (1997) The LAD goes to school: A cautionary tale for nativists. Linguistics 35,
735-766.

Chipere, N. (2001). Variations in native speaker competence: Implications for native language teaching. Language Awareness 10. 107-124.

Chipere, N. (2003). Understanding Complex Sentences: Native Speaker Variation in Syntactic Competence. London: Palgrave Macmillan.

Street, J & Dabrowska, E. (2010) More individual differences in language attainment: How much do adult native
speakers of English know about passives and quantifiers? Lingua 120, 2080-2094

Investigative grammar teaching helps children to understand the scientific method.

Fabb, N. (1985). Linguistics for ten-year-olds. MIT Working Papers in Linguistics 6. 45-61.

Honda, M. (1994). Linguistic inquiry in the science classroom: “It Is Science, but It’s Not Like a Science Problem in a Book”. MIT Occasional Papers in Linguistics 6. 1-262.

Honda, M. and O’Neil, W. (1993). Triggering science-forming capacity through linguistic inquiry. In Hale, K. & Keyser, J.(eds.), The View From Building 20: Essays in Linguistics in Honor of Sylvain Bromberger. Cambridge, MA: MIT Press. 229-255.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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