This study examines some variables that may affect two aspects of syntax in Head Start children; the use of descriptors and the use of complete sentences. Thirty-six children were assigned to six experimental conditions in a design which varied adult verbal modeling, feedback, and sex. Children given adult verbal modeling produced significantly more adjectives, placed them correctly more often and produced more grammatically complete sentences than Ss given no model. The Ss given discrimination learning showed consistently superior performance over Ss given indiscriminate praise. Sex differences, except for one, were nonsignificant. A retention test, 12-14 days later, showed that results attributable to main effects stood up over a period of time, but were not significantly different from scores obtained immediately after learning. (Author)