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Analyzing Linguistic Complexity and Accuracy in Academic Language Development of German across Elementary and Secondary School

We track the development of writing complexity and accuracy in German students{'} early academic language development from first to eighth grade. Combining an empirically broad approach to linguistic complexity with the high-quality error annotation included in the Karlsruhe Children{'}s Text corpus (Lavalley et al. 2015) used, we construct models of German academic language development that successfully identify the student{'}s grade level. We show that classifiers for the early years rely more on accuracy development, whereas development in secondary school is better characterized by increasingly complex language in all domains: linguistic system, language use, and human sentence processing characteristics. We demonstrate the generalizability and robustness of models using such a broad complexity feature set across writing topics.

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