An Investigation of Syntactic Abilities in Normal and Dyslexic Children.

Autor/in	Vogel, Susan Ann
Titel	An Investigation of Syntactic Abilities in Normal and Dyslexic Children.
Quelle	(1972), (181 Seiten)Verfügbarkeit Ph.D. Dissertation, Northwestern University...
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Auditory Perception; Dyslexia; Grade 2; Grammar; Males; Morphology (Languages); Psycholinguistics; Reading Ability; Reading Comprehension; Sentences; Speech Skills; Syntax; Vocabulary + Suchen Sie Ihr Suchwort? Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; School year 02; 2. Schuljahr; Schuljahr 02; Grammatik; Male; Männliches Geschlecht; Morphology; Morphologie; Psycholinguistik; Reading competence; Lesekompetenz; Leseverstehen; Sentence analysis; Satzanalyse; Mündliche Leistung; Sprachfertigkeit; Wortschatz
Abstract	Syntactic abilities in oral language of twenty normal and twenty dyslexic second grade boys were investigated. The major hypothesis was that dyslexic children with reading comprehension difficulties are deficient in oral syntax. The concept of syntax was subdivided into five categories: (1) recognition of melody pattern, (2) recognition of grammaticality, (3) comprehension of syntax, (4) sentence repetition, and (5) syntax and morphology in expressive language. Syntactic measures were selected or devised to assess functions in these five categories. Reading ability, receptive vocabulary, and auditory memory span for words and digits were also assessed. The results of the analyses indicated that dyslexic children with reading comprehension difficulties are deficient in oral language syntax. The findings also confirmed the psycholinguistic theory of reading and validated the importance of syntactic information in reading comprehension. (Author/DI)
Anmerkungen	University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 72-32,599, MF $4.00 Xerography $10.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01