Explicit and Implicit Training of Subject-Verb Agreement Processing in 3rd and 5th Grades.

dc.creator	Negro, I.
dc.creator	Chanquoy, L.
dc.date	2005-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:20:28Z
dc.date.available	2015-08-12T11:20:28Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/937bea8602f34f0d9504727a0c78d77a
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/28298
dc.description	This paper focuses on grammar teaching with beginning writers. The study aimed to determine whether the grammatical encoding in French should be explicitly taught to improve beginner writers’ performances. Third and fifth graders were evaluated on their ability to correctly make a verb agree with its subject before (pre-test), during and after (post-test) training sessions. The training was either explicit or implicit. The explicitly trained group was requested to select the subject and the verb in erroneous sentences and to correct agreement errors. The implicitly trained group corrected only the errors they found. A global analysis showed a significant decrease in agreement errors between pre-test and post-test regardless of the training group, suggesting that agreement rules may be explicitly or implicitly taught. However, a more fine-grained analysis showed that younger writers took extra advantage of the explicit training during the training sessions, they did not do so during the post-test. Finally, explicit training benefited all participants during the post-test with sentences demonstrating syntactic ambiguity.
dc.language	English
dc.publisher	Springer
dc.relation	http://l1.publication-archive.com/next?cont=4TVodrOw7lQ=
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 5, Iss 2, Pp 193-214 (2005)
dc.subject	grammar teaching
dc.subject	spelling
dc.subject	subject–verb agreement
dc.subject	writing development
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Explicit and Implicit Training of Subject-Verb Agreement Processing in 3rd and 5th Grades.
dc.type	article