Children’s Strategies in Determining Temporal Order in Spoken Sentences Second-, fourth-, sixth-, and eighth-grade children’s comprehension of temporal order was measured in center-embedded and right-embedded relative clause sentences that described a specific order of events through the variation of verb tenses in each clause. The results indicate differences in the comprehension of these sentences according to the type of ... Research Article
Research Article  |   April 01, 1979
Children’s Strategies in Determining Temporal Order in Spoken Sentences
 
Author Notes
  • Glee C. Hoskins is a speech-language pathologist for the Naperville Public School System, Naperville, Illinois. Requests for reprints may be sent to her at 330 E. Van Buren Street, Naperville, Illinois 60540. Carolyn S. Collins is an assistant professor of speech pathology, Department of Communication Arts and Sciences, Western Illinois University, Macomb, Illinois.
    Glee C. Hoskins is a speech-language pathologist for the Naperville Public School System, Naperville, Illinois. Requests for reprints may be sent to her at 330 E. Van Buren Street, Naperville, Illinois 60540. Carolyn S. Collins is an assistant professor of speech pathology, Department of Communication Arts and Sciences, Western Illinois University, Macomb, Illinois.×
Article Information
Research Articles
Research Article   |   April 01, 1979
Children’s Strategies in Determining Temporal Order in Spoken Sentences
Language, Speech, and Hearing Services in Schools, April 1979, Vol. 10, 126-131. doi:10.1044/0161-1461.1002.126
History: Received March 8, 1978 , Accepted September 6, 1978
 
Language, Speech, and Hearing Services in Schools, April 1979, Vol. 10, 126-131. doi:10.1044/0161-1461.1002.126
History: Received March 8, 1978; Accepted September 6, 1978

Second-, fourth-, sixth-, and eighth-grade children’s comprehension of temporal order was measured in center-embedded and right-embedded relative clause sentences that described a specific order of events through the variation of verb tenses in each clause. The results indicate differences in the comprehension of these sentences according to the type of embedding and the subject’s age. A variety of errors suggested that subjects used several strategies. However, an order-of-mention strategy appeared to be the major technique used to determine the temporal order of events described in each sentence. The results have educational implications regarding children’s test performance, reading comprehension, and ability to follow directions.

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