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DOCUMENT REBORE
ED 091 718 CS 201 323
AUTHOR Koziol, Stephen M., Jr.TITLE Noun Plural Development Test.PUB DATE 70NOTE 340p.; See related documents CS 201 320-375
EDRS PRICE MF-S0.75 HC- $16.20 PLUS POSTAGEDESCRIPTORS Early Childhood Education; *Educational Research;
Elementaty Education; Language Arts; *LanguageDevelopment; Language Skills; *ReasurementInstruments; *Nominals; *Plurals; Research Tools;Resource Materials
IDENTIFIERS *The Research Instruments Project; TRIP
ABSTRACTDesigned to assess the ability to produce and
recognize selected regular and irregular noun plural forms,reser:chers may infer from the results the extent to which childrenhave internalized the rules governing pluralization patterns. Nounpluralization in English is divided into miles for "regular" nounsand learned forms for "irregular" nouns. Fourteen noun pluralizationpatterns are included. [This document is one of those reviewed in TheResearch Instruments Project (TRIP) monograph, "Measures for Researchand Evaluation in the English Language Arts" to be published by theCommittee on Research of the National Council of Teachers of Englishin cooperation with ERIC Clearinghouse on Reading and CommunicationSkills. A TRIP review which precedes the document lists its category(Language Development), title, author, date, and age range(preschool, primary), and describes the instrument's purpose andphysical characteristics.] (RB)
NCTE Committee on ResearchThe Research Instruments Project (TRIP)
U.S DEPARTMENT OF HEALTH,EDUCATION I WELFARENATIONAL INSTITUTE OF
EDUCATIONTHIS DOCUMENT HAS BEEN REPRO.DUCE!) EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN.ATING IT. POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OF
.EDUCATION POSITION OR POLICY.
The attached document contains one of the measures reviewedin the TRIP committee monograph titled:
Measures for Research and Evaluationin the English Language A:ts
TRIP is an acronym which signifies an effort to abstractand make readily available measures for research and evalua-tion in the English language arts. These measures relate tolanguage development, listening, literature, reading, standardEnglish as a second language or dialect, teacher competencies,or writing. In order to make these instruments more readilyavailable, the ERIC Clearinghouse on Reading and CommunicationSkills has supported the TRIP committee sponsored by the Committeeon Research of the National Council of Teachers of English andhas processed the material into the ERIC system. The ERICClearinghouse accession numbers that encompass most of thesedocuments are CS,20/47.2b -CS .Z.0/376:
TR I P Committee:
W.T. Fagan, ChairmanUniversity of Alberta, Edmonton
Charles R. CooperState University of New York
at Buffalo
Julie M. JensenThe University of Texas at Austin
rr) Bernard O'DonnellDirector, ERIC/RCS
NN Roy C. O'Donnell'0 The University of Georgia% Liaison to NCTE Committee
on Research
0wpirmi NATIONAL COUNCIL OF TEACHERS OF ENGLISH
lj 1111 KENYON ROADURBANA, ILLINOIS 61801
Category: Language Development
Title: "Noun Plural Development Test"
Author: Stephen M. Koziol, Jr.
Age Range: Pre-school, Primary
Description of Instrument:
Purpose - To assess the ability to produce and recognize selectedregular and irregular noun plural forms. Researchers mayinfer from the results the extent to which children haveinternalized the rules governing regular pluralizationpatterns.
Date of Construction - 1970
Physical Description - Noun pluralization in English is divided intorules for "regular" nouns and learned forms for "irregular"nouns. Fourteen noun pluralization patterns are included.Patterns one through four represent the four main patternsof the regular noun plural system and include: the regular/-s/, the phonologically conditioned /-z/, the non-phonologically conditioned /-z/, and the regular /7 z/..Patterns five through eight consist of polysyllabic wordsparalleling the monosyllabic words in patterns one throughfour. Pattern nine includes words which end in an /-s4-/or /-sk/ cluster; pattern ten includes words ending in aconsonant cluster in which the final phoneme is voiceless;pattern eleven includes words ending in a consonant clusterin which the final phoneme is voiced. From the wide varietyof irregular words in English, three patterns were chosen.Pattern twelve includes real words which typically use aregular /-z/ allomorph after the final voiceless spirant/-f/ in the base word has been changed to its voiced counter-part. Nonsense words were included in this pattern in orderto examine the extent to which a child over-generalized theirregular form to previously unencountered words of the samephonemic shape. Pattern thirteen includes real and nonsensewords which indicate objects whose structure, at least inpart, is double.. With these words--e,g., glasses, pants,pajamas, etc.--the number of double units is usually indicatedby the presence or absence of the plural allomorph in thephrase "pair of" which precedes the word. Thus, thesingular-plural contrast would be indicated through "onepair of pants--two pairs of pants." The final pattern,Pattern fourteen, includes only real words which typicallyform the plural through an intervocalic change. These"normal irregulars" include such contrasts as foot-feet,tooth-teeth, or man-men. Real words for each pattern wereselected from the Rinsland list, according to a variety ofcriteria.. Nonsense words were created for the first thirteenpatterns. The complete list of 116 words follows:
loomplawasess...0 =23rilliaillaSaNalor
Pattern I
1. top2. cat3. book4. chief5. blop6. gat'
trook8. prief
. Pattern V
1.2.
.3.4.
,5.6.7.e.
envelopebasketrabbitgiaffepadelopejasketflabbitmillaffe
- 2 -
Pattern II
clubbeddogcaveplubzedwoglave
Patterri VI
bathtubairplanechicken
, wagonbachuba tablanezikenshegon
Pattern IX
1. nest2. post3. desk4. mask5. kest6. zos7. gesk8. mask
Pattern XII
1. wolf2. knife3. leaf4. scarf5. sholf6. rife7. heaf8. glarf
=awl ar-usar-xs:SolalialaramaillosaguamearruumioNell=maimmal
Pattern III
bellboytreestargellnoy .
creeflar
Pattern VII
flowerapplebabyumbrellasloterjeppletrabytunella
Pattern X
plantheartforkpumpcrantplantlorkAump
pattern IV
box. toxglass tassnose . flozebrush clushdish mishchurch blurchwatch . gatchcage tage
Pattern VIII
necklacetrapezecabbageorangevelbacebanezefrebbagegollange
Pattern XI
Pattern XIII
pajamaspantspliersscissorspanagasshants'nellersfazors
armgirlbirdhandjammirllirdrand
Pattern XIV
footmanmousetooth
t
- 3 -
Test items were constructed so that the child would seetwo pictures on each test page: one picture contains asingle figure or object and the other picture containstwo of the same figure or object. A sample test pagefollows:
In the production task, the tester points to the pictureof the singular figure at the top of the page and says,"In this picture you see one dot." Then, pointing to thebottom picture, the tester says, "In this picture you seetwo ." The procedure is reversed for singularresponse items. For the recognition task, the tester saysthe word in either its singular or plural form and thenasks the child to point to the picture on the page whichbest "fits" with the word he has said. The test isadministered in three sessions.
Validity, Reliability and Normative Data:
Content validity was established through linguistic analysis. Noreliability pstimates.are available. Normative data concern white,middle class, native speakers of English in grades kindergarten throughthree.
Ordering Information:
EDRS
Related Documents:
Koziol, S. M. An analysis of the development of noun plural rules inthe primary grades. Unpublished doctoral dissertation, ZbutforckLt noeysvkl , 1970.
"PERMISSION TO REPRODUCE THIS COPY.RIGHTED MATERIAL HAS BEEN GRANTED BY
Stephen M. Koziol, Jr.Stephen 'IL Koziol, Jr."Noun Plural Develfinnent Test"19 70
OF TEST 'TEAS
TASKTest 2 Test 3
TO ERIC AND ORGANIZATIONSUNDER AGREEMENTS WITHSTITUTE OF EDUCATION.DUCTIUN OUTSIDE THEQUIRES PERMISSION OFOWNER "
OPERATINGTHE NATIONAL IN. ORDER OF PRESENTATIONFURTHER REPRO.
ERIC SYSTEM RE.THE COPYRIGHT PRODUCTION
Test 1
1. Rand Sholf Trees2, Gets Nask Hands3. Necklace Pair of Fazors Boy4. Gesks Brush Arm5, Umbrella Jepples Floze6. Bathtub Pair of Shants Leaf7, Watches Cabbage Plant8. Wolves Desks Pair of Scissors9, Glarf Zost Heafs
10. Lird Oranges Bird11. Clushes Chief Atablane12, Mice Plubs Pairs of Panagas13. Bachub Flar Post14, Gells Toxes Box15. Mask Jaskets Laves16. Jams Club Teeth17. Minis Pairs of Pants Flowers16, Crees Blop Bed19,20,
FootNish
TopBlurches
WogShegons
21, Tunella Chickens Giraffes22, Prief Dogs Velbaces23, Trapezes Scarf Pairs of Nellers24, Cage Caves Envelope25, Glasses Star Lork260 Rifes 'Zraby Dishes
1 27, Tess Zed Airplane28, Noy Millaffe Baneze29. Man Rabbit Knives30, Keats Church Grants31, Baby Frebbages Flabbit32, Cats Tages Trooks33, Noses Pairs of PA .Ors Gollange34, SlOters Wagons Gatch35, Padelopea Nests Pumps36,37,
GirlsHeart
BooksTump
ApplesBaskets
38, Marts Zikens Bells39, Pair of Pajamas
*Indicated by the form of the Stimulus Word
134
ORDER OF PRESENTATION OF TEST ITEMS
RECOGNITION TASK+
Test 1 Test 2 Test3
1. Nose Airplane. Beds2, Dog Watches Chiefs3. Pairs of Shants Heart Pair of Panagas4, Cage Jepple Churches5. Pair of Fazors Dish Masks6. Flowers Umbrellas Man7, Gat Club Tumps8. Boys Nest' Velbaces9. Feet Noys Clush
10. Blops Trapezes Pair of Pants11. Planta Flars Tops12, Necklace Wogs Desk13. Fork Pumps Wolves14. Zed Wagons Teeth15. Lork Ziken Mish16. Flabbit Hand Bell17, Girls Catch Rands18, Sloters Cat Atablanes19, Posts Scarves Oranges20. Kest Plarts Pair of Pliers21. Shegons . Padelope Jarm22. Chickens Gesks Bird23. Pairs of Nellers Giraffe Tages24, Teases Caves Bachub25. Millaffes Trooks Plub26. Cabbage Mirl Glarf27, Rifes Brush Trabies28, Lirds Glasses Gollanges29. Zosts Rabbit Floze30. Envelopes Book Tunella31, Cree Pairs of Pajamas Jaskets32. Star Crant Frebbage33. Heafs Toxes Pairs of Scissors34. Laves Knife Blurches35, Trees Arms Baneze36, Baskets Apple Nask37, Sholf Bathtub Baby38, Gell Mouse Prief39, Leaf Boxes
*Indicated. by the form of the expected Response
ORAL PRODUCTION TASK DIRECTIONS
TO THE TESTER:
135
Please make sure that each child understands what heis expected to do before beginning the test. If you haveany questions, see me immediatly.
Test Directions:
ON EACH PAGE, YOU WILL SEE TWO PICTURES. (showthe child the picture with one dot at the top andtwo dots at the bottom)ONE OF THE PICTURES WILL SHOW JUST ONE THING--LIKE
THIS. (point to the picture of the single dot).DIE OTHER PICTURE WILL SHOW TWO OBJECTS - -LIKE THIS.
(point to the picture of the two dots)
ON EACH PAGE, I WILL TELL YOU WHAT IS IN THE TOPPICTURE - -LIKE-LIKE THIS:*
IN THIS PICTURE YOU SEE ONE "DOTI"
I WILL THEN ASK YOU TO TELL ME WHAT IS IN THE BOTTOMPICTURE- -LIKE THIS:
IN THIS PICTURE YOU SEE TWO. (make
sure the child responds with soirigf pluralform)
IF THE PICTURES ARE IN THE OTHER ORDER;(reverse theorder of the dot's. Place the picture of two dotsat the top.) I WILL SAY
IN THIS PICTURE. YOU SEE TWO "DOTS!"
IN THIS.PICTURE YOU SEE ONE (again,make sure the child responds with TEZ7a7Fect word.
SOME OF THE WORDS AND PICTURES WILL.BE OF THINGS THATYOU KNOW. SOME WILL BE QUITE NEW TO YOU. LISTENCAREFULLY TO THE WORD I SAY FOR THE TOP PICTURE, THENTELL ME WHAT IS IN THE BOTTOM PICTURE.
OKAY?
(if no questions and the child seems tounderstand, then begin the test.)
S9in e/s- pi. car 14 to E re bleb-GT/a/vs
136
ORAL RECOGNITION TASK DIRECTIONS
TO THE TESTER:
Please make sure that each child understands whathe is expected to do before beginning the test. If youhave any questions, see me immediately.
Test Directions:
ON EACH PAGE, YOU WILL SEE TWO PICTURES. (showthe child the picture with one dot at the top andtwo dots at the bottom):
ONE OF THE PICTURES WILL SHOW JUST ONE THING- -LIKE THIS. (point to the picture of the single dot)THE OTHER PICTURE WILL SHOW TWO OBJECTS--LIKE THIS.(point to the picture of the two dots)
ON EACH PAGE, I WILL SAY A WORD WHICH MEANS EITHERONE THING OR MORS THAN ONE THING. FOR EXAMPLE, IF ISAID THE WORD, DOT, WHICH PICTURE WOULD YOU POINT TO?(if the child paRts correctly, say "good" and thenproceed)
IF I SAID THE WORD, DOTS, WHICH PICTURE WOULD YOUPOINT TO? (again, say good if the child respondsccxrectly)
(reverse the order of the pictures and say) NOW IFTHE PICTURES WERE THIS WAY AND I .SAID THE WORD; DOT,WHICH PICTURE WOULD YOU POINT TO? (if the child'responds correctly, get ready to begin the test. Ifhe does not, repeat this procedure again. If hestill does not understand, see me.)
SOME OF THE WORDS AND PICTURES WILL BE OF THINGSTHAT YOU KNOW. SOME WILL BE QUITE NEW TO YOU.LISTEN CAREFULLY TO THE WORD I SAY, THEN POINT TOTHE PICTURE WHICH BEST GOES WITH THAT WORD--
OKAY?
(If no questions and the child seems to under-stand, then begin the test.
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