engleski

Language in primers – how different they are?

Various countries have different regulations regarding the provision of standards that have to be meet in the primers at the beginning of the child's education. The lack of standards such as children’s lexical and syntactic knowledge can be one of the causes of a great diversity of the children`s skills at the beginning of reading in the first grade. Children have to be familiar with the first words present in a text. However, the syntactic structure has to be prototypical. It is well- known that exposure to a large number of semantic saturated words or to the syntactic structure that have great demands on processing decrease the child text comprehension ability. The aim of this study is to present the lexical and syntactical structure of three formally approved primers. Results show that approximately 52% of all word in the primers are mention only once and 46% of nouns are low- frequent (according to criteria Beck et al., 2002). Simple sentences are most dominant syntactic structures but the distribution of the complex sentences is different in each of these three analysed primers.

primers, language, lexical structure, semantic structure

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