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The research examined selected aspects of language development in the context of narratives. The purpose of this study was to register and examine the usage of coordinated and subordinated clauses in narrative texts produced by second grade and fourth grade primary school students. It is assumed that possible differences within syntactic complexity between second graders and fourth graders show different levels of syntactic maturity. The children that participated in this study were attending the same primary school located in Belgrade, Serbia. Written text corpus was collected from 42 second graders and 44 fourth graders. The analysis of data included qualitative as well as quantitative parameters. The presence of both sentence types -compound and complex was registered in both grades. The prevailing usage of subordinated clauses in the fourth grade implies that they are more syntactically mature than second graders who produce more coordinated clauses. The analysis underscores the significance of subordination as an indicator of syntactic maturity

Usage of subordinated and coordinated clauses in second grade and fourth grade narrative texts