Reference : Successful written subject verb agreement: an online analysis of the procedure used b...
Scientific journals : Article
Arts & humanities : Languages & linguistics
Successful written subject verb agreement: an online analysis of the procedure used by students in Grades 3, 5 and 12
Alamargot, Denis []
Flouret, Lisa []
Larocque, Denis []
Caporossi, Gilles []
Pontart, Virginie []
Paduraru, Carmen []
Morisset, Pauline []
Fayol, Michel mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Reading and Writing
[en] subject–verb agreement ; written production ; attraction errors ; online analysis ; eye movements
[en] This study was designed to (1) investigate the procedure responsible forsuccessful written subject–verb agreement, and (2) describe how it develops acrossgrades. Students in Grades 3, 5 and 12 were asked to read noun–noun–verb sen-tences aloud (e.g., Le chien des voisins mange [The dog of the neighbors eats]) andwrite out the verb inflections. Some of the nouns differed in number, thus inducingattraction errors. Results showed that third graders were successful because theyimplemented a declarative procedure requiring regressive fixations on the subjectnoun while writing out the inflection. A dual-step procedure (Hupet, Schelstraete,Demaeght, & Fayol, 1996) emerged in Grade 5, and was fully efficient by Grade 12.This procedure, which couples an automatized agreement rule with a monitoringprocess operated within working memory (without the need for regressive fixa-tions), was found to trigger a mismatch asymmetry (singular–plural [ plural–sin-gular) in Grade 5. The time course of written subject–verb agreement, the origin of agreement errors and differences between the spoken and written modalities are discussed.

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