Syntax in Children's Written Composition, Socioeconomic Status, and Cognitive Development

Abstract

This paper reports an investigation into aspects of syntax in the written compositions of school children. A total of 240 pupils was assigned to cells of equal numbers in a three-way analysis of variance design utilizing grade (4), sex (2), and socioeconomic status (2), with I.Q. as a covariate. Each pupil wrote three compositions, answered a questionnaire about home background, and completed a short Test of Cognitive Development. Contrary to hypotheses, pupils from low socioeconomic status homes showed no marked deficit on variables of complexity, length, and variety in written syntax when compared with pupils from high socioeconomic status homes. Further, stage of cognitive development, operationalized as concrete or formal thinking, did not interact with socioeconomic background in affecting maturity of written syntax. Implications for Bernstein's theories of language codes are discussed.