Effects of Formal “Grammar” and “Direct Method” Training on the Number of Errors in Compositions Written by Sixth-Graders

Abstract

This study evaluated the effectiveness of “formal grammar” and “direct method” traming designed to reduce the number of errors in capitalization, conjunctions, subject. verb agreement, incomplete sentences and incorrectly joining independent clauses, that fine sixth-graders accumulated in their composition.

The children were exposed to a sequence of (a) “formal grammar” training which consisted of a logically organized program of traditionai grammar instructions through the parts of speech, with stress on the function of the words, using a granunar textbook; (b) generalization writing sessions, and (e) writing sessions under “direct method” training in which no textbook or grammatical terminology was used; however, the ele. ments of sentence building and structure were treated as the teacher confronted them while the children were writing.

The sequence, “formal grammar-direct method” training and “direct method” training, were effective procedures in reducing the children’s rate of errors compared to their baseline rates. These results suggest that “formal grammar” alone was lot effective enough to reduce the children’s rate of errors. However, the sequence, “formal grammar­direct method” training, proved to be a practical and efficient procedure to improve children’s writing.