![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Summary
Research on the psychology of learning suggests that identifying, labelling, and constructing ‘types’ of sentence could help improve children's punctuation and sentence construction. Samples of written work from a primary school were, therefore, analysed into ‘sentences’, and these classified into a manageable number of structural patterns which could be given labels meaningful to young children. The most common pattern was analysed further to yield sub‐patterns which could be arranged into an appropriate teaching sequence. The results showed that an ‘Early Teaching Grammar’ was feasible. The implications of this for practical teaching and for further research, are discussed.