Abstract
Grammatical mistakes in children's writing have a number of causes. Some result from the physical slowness of writing, some from the difficulty of sustaining a continuous piece of language, some from a failure to understand the differences between speech and writing, some from the pupil's attempt to use a literary construction that has not been fully mastered, and so on. An understanding of these various causes makes it easier for teachers to adopt a differentiated approach to children's errors, and leads to a range of remedial strategies that can make the children's task of doing corrections more meaningful and more productive.
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