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Noun Plural Development in Primary Grade Children

Michael F. Graves and Stephen Koziol
Child Development
Vol. 42, No. 4 (Oct., 1971), pp. 1165-1173
Published by: Wiley on behalf of the Society for Research in Child Development
DOI: 10.2307/1127801
Stable URL: http://www.jstor.org/stable/1127801
Page Count: 9
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Noun Plural Development in Primary Grade Children
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Abstract

A Berko-type oral production task was used to study primary grade children's ability to produce orally appropriate noun plural forms for real and nonsense words. Plural responses were elicited for regular and irregular words. The children's performance was better for real words than for nonsense words, for regular words than for irregular words, and at a later grade than at an earlier one. The /-s/ and /-z/ allomorphs seemed mastered by most children by the first grade while the /-∂z/ allomorph was not completely mastered by most children until the third grade. Common irregular forms were not mastered by most children even by the end of the third grade.

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