Syntactic Recording of Passages Written at 3 Levels of Complexity

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Abstract
Recent research has demonstrated that as school-age children mature, the syntactic complexity of their writing increases, but that young children reduce the complexity of orally presented sentences to their own productive levels. To test whether Ss similarly alter written stimuli, Ss rewrote written paragraphs, retaining the paragraphs while rewriting. The Ss increased the complexity of paragraphs written at a syntactic level. The rewrites of paragraphs near the Ss’ own syntactic level showed little change. The changes in complexity were viewed as strong evidence for productive language development since decoding, recoding, and encoding seem to have occurred even though the stimuli were not removed.

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