The ability to produce and recognize paraphrases is necessary for a child's linguistic development. The purpose of this paper is to explain how three basic sentence types interact with age in determining the strategy a child uses in producing paraphrases. Three paraphrase strategies considered are lexical substitution, syntactic rearrangement, and a lexical-syntactic combination. Forty-eight children (grades one, three, five, and seven) produced paraphrases for eighteen sentences comprised of three sentence types: one core noun, two core nouns, and three core nouns. One-core-noun sentences elicited attempts at lexical substitution with greater frequency then attempts at syntactic rearrangement or a combination strategy, but the rate of success was essentially the same for all three sentence types. Two-core-noun sentences elicited attempts at syntactic rearrangement, but a syntactic strategy was more successful with one-core-noun sentences at all grade levels. A combination lexical-syntactic strategy was also more successful with one-core-noun sentences, but at all grade levels it was attempted most often with three-core-noun sentences. These strategy attempts and success rates not only show that sentence type does influence paraphrase strategy; they also support the concept of a dynamic language acquisition process. (Author/CLK)