Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Classroom Communication | 1 |
| Correlation | 1 |
| Elementary School Students | 1 |
| English | 1 |
| Expressive Language | 1 |
| Foreign Countries | 1 |
| Grammar | 1 |
| Individual Differences | 1 |
| Language Acquisition | 1 |
| Language Tests | 1 |
| Linguistic Input | 1 |
| More ▼ | |
Source
| First Language | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
Audience
Location
| United Kingdom | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkSerratrice, Ludovica; Hesketh, Anne; Ashworth, Rachel – First Language, 2015
This study investigated the long-term effects of structural priming on children's use of indirect speech clauses in a narrative context. Forty-two monolingual English-speaking 5-year-olds in two primary classrooms took part in a story-retelling task including reported speech. Testing took place in three individual sessions (pre-test, post-test 1,…
Descriptors: Priming, Grammar, Receptive Language, Vocabulary Development
