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dc.contributor.authorAndrews, Richard
dc.contributor.authorTorgerson, Carole
dc.contributor.authorBeverton, Sue
dc.contributor.authorFreeman, Allison
dc.contributor.authorLocke, Terry
dc.contributor.authorLow, Graham
dc.contributor.authorRobinson, Alison
dc.contributor.authorZhu, Die
dc.date.accessioned2010-06-30T03:24:25Z
dc.date.available2010-06-30T03:24:25Z
dc.date.issued2006
dc.identifier.citationAndrews, R., Torgerson, C., Beverton, S., Freeman, A., Locke, T.,…, Zhu, D. (2006). The effect of grammar teaching on writing development. British Educational Research Journal, 32(1), 39-55.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/4064
dc.description.abstractThis article reports on the results of two international systematic research reviews which focus on different aspects of teaching grammar to improve the quality and accuracy of 5-16-year-olds' writing in English. The results show that there is little evidence to indicate that the teaching of formal grammar is effective; and that teaching sentence-combining has a more positive effect. In both cases, however, despite over a hundred years of research and debate on the topic, there is insufficient quality of research to prove the case with either approach. More research is needed, as well as a review of policy and practice in England with regard to the teaching of sentence structure in writing.en_NZ
dc.language.isoen
dc.publisherRoutledgeen_NZ
dc.relation.urihttp://www.informaworld.com/smpp/content~db=all~content=a727478667~frm=titlelinken_NZ
dc.subjecteducationen_NZ
dc.subjectteaching grammaren_NZ
dc.subjectwritingen_NZ
dc.titleThe effect of grammar teaching on writing developmenten_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1080/01411920500401997en_NZ
dc.relation.isPartOfBritish Educational Research Journalen_NZ
pubs.begin-page39en_NZ
pubs.editionFebruaryen_NZ
pubs.elements-id32155
pubs.end-page55en_NZ
pubs.issue1en_NZ
pubs.volume32en_NZ


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