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Capital Gains: Effects of Word Class and Sentence Position on Capitalization Use across Age

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Title: Capital Gains: Effects of Word Class and Sentence Position on Capitalization Use across Age
Language: English
Authors: Emilia Hawkey (ORCID 0000-0003-2135-9306), Matthew A. Palmer, Nenagh Kemp
Source: Child Development. 2025 96(6):2233-2246.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Elementary Education
Descriptors: High School Students, College Students, Elementary School Students, Writing Skills, English, Cloze Procedure, Foreign Countries, Spelling, Nouns, Cues, Accuracy, Grammar
Geographic Terms: Australia
DOI: 10.1111/cdev.70035
ISSN: 0009-3920
1467-8624
Abstract: Learning to capitalize in English requires identifying a word's type and sentence position. In two cloze studies (2021-2022), Australian students of all genders (95% White, monolingual) spelled words with one and two capitalization cues (proper nouns, sentence-initial words) and no-cue control words. High school (12-18 years, n = 59) and university students (18-63 years, n = 78) exhibited near-perfect capitalization. Primary school students (8-12 years) writing single words (n = 99) used proper-noun cues more than sentence-initial cues (ds > 0.49), but when writing consecutive words (n = 101), capitalized more accurately with two cues than one (ds > 0.32). Early capitalization appears better with more cues, but task format influences children's use of grammatical context.
Abstractor: As Provided
Notes: https://osf.io/j2mdw
Entry Date: 2025
Accession Number: EJ1488480
Database: ERIC
FullText Text:
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  Data: Capital Gains: Effects of Word Class and Sentence Position on Capitalization Use across Age
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  Data: <searchLink fieldCode="AR" term="%22Emilia+Hawkey%22">Emilia Hawkey</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2135-9306">0000-0003-2135-9306</externalLink>)<br /><searchLink fieldCode="AR" term="%22Matthew+A%2E+Palmer%22">Matthew A. Palmer</searchLink><br /><searchLink fieldCode="AR" term="%22Nenagh+Kemp%22">Nenagh Kemp</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Child+Development%22"><i>Child Development</i></searchLink>. 2025 96(6):2233-2246.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 14
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Cloze+Procedure%22">Cloze Procedure</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling%22">Spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Nouns%22">Nouns</searchLink><br /><searchLink fieldCode="DE" term="%22Cues%22">Cues</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1111/cdev.70035
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  Data: 0009-3920<br />1467-8624
– Name: Abstract
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  Data: Learning to capitalize in English requires identifying a word's type and sentence position. In two cloze studies (2021-2022), Australian students of all genders (95% White, monolingual) spelled words with one and two capitalization cues (proper nouns, sentence-initial words) and no-cue control words. High school (12-18 years, n = 59) and university students (18-63 years, n = 78) exhibited near-perfect capitalization. Primary school students (8-12 years) writing single words (n = 99) used proper-noun cues more than sentence-initial cues (ds > 0.49), but when writing consecutive words (n = 101), capitalized more accurately with two cues than one (ds > 0.32). Early capitalization appears better with more cues, but task format influences children's use of grammatical context.
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  Data: https://osf.io/j2mdw
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  Data: 2025
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  Data: EJ1488480
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        Value: 10.1111/cdev.70035
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      – Text: English
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Nouns
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      – TitleFull: Capital Gains: Effects of Word Class and Sentence Position on Capitalization Use across Age
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