The development of methods for assessing verb usage in written language at grades four and eight
Date
1984
Authors
Pye, Susan Jean
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This study investigated the use of the English verb, and its effect upon the quality of students' written language at Grades Four and Eight. The development of verb usage instrumentation ,which specifically measured verb frequency, verb maturity, verb form, verb function, and verb intensity in students' written language was accomplished through a survey of verb theory and semantic theory.
Samples of students' fictional narrative writing were collected from natural classroom settings in the Cowichan and Lake Cowichan School Districts, British Columbia, Canada. The classroom teachers labelled individual samples as written by either low or high achievers in written language. These samples were used to develop and validate the effectiveness of instrumentation. The quality of the samples was determined by three independent judges employing a holistic rating device.
The independent variables in this study were grade (Four and Eight) and ability (low and high achievers in written language). The dependent variables were verb frequency, verb maturity, verb form (finite, non-finite, errors), verb function (dynamic, stative), and verb intensity (basic, extended). Two statistical tests were applied: a multivariate analysis of variance, which showed significant differences between dependent variables, and a stepwise multiple linear regression, which indicated the best predictors of writing quality.
The MANOVA yielded significant differences for verb frequency (grade, ability), non-finite verb forms (grade, ability), verb errors (ability), and extended verb intensity (grade). The stepwise multiple linear regression demonstrated that verb frequency (Grade Eight), finite verb forms (Grade Four), verb errors (Grade Four), and stative verb function (Grade Four) are significant predictors of writing quality . Verb maturity, verb function (dynamic) and verb intensity (basic) showed no significant results.
This study concluded that there are developmental trends in specific components of verb usage in students' written language. Likewise, it concluded that verb usage affects the quality of students' written language. It also concluded that the instrumentation developed was effective in varying degrees for measuring verb usage in students' written language.
As a result of surveying extant research, and analyzing this study's findings, a theory of verb usage applicable to the teaching of written composition at the elementary level was proposed.
Four dimensions of verb usage were identified: knowledge of the verb system, students' prior experiences, the acquisitional nature of verb learning and the development of a verb vocabulary.
This study was developed in conjunction with John Russell. Therefore, the collaborative nature of the research has resulted in tables and appendices which appear both in this thesis, and in Mr. Russell's (1984) thesis.