Morphological and Syntactic Awareness in Poor Comprehenders: Another Piece of the Puzzle

Autor/inn/en	Tong, Xiuli; Deacon, S. Hélène; Cain, Kate
Titel	Morphological and Syntactic Awareness in Poor Comprehenders: Another Piece of the Puzzle
Quelle	In: Journal of Learning Disabilities, 47 (2014) 1, S.22-33 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219413509971
Schlagwörter	Morphology (Languages); Syntax; Reading Comprehension; Cues; Task Analysis; Metalinguistics; Reading Difficulties; Grade 4; Elementary School Students; Vocabulary Development; Nonverbal Ability; Cognitive Ability; Age Differences; Correlation; Foreign Countries; Regression (Statistics); Multivariate Analysis; Canada; Peabody Picture Vocabulary Test; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Leseverstehen; Stichwort; Aufgabenanalyse; Metalanguage; Metasprache; Reading difficulty; Leseschwierigkeit; School year 04; 4. Schuljahr; Schuljahr 04; Wortschatzarbeit; Denkfähigkeit; Age; Difference; Age difference; Altersunterschied; Korrelation; Ausland; Regression; Regressionsanalyse; Multivariate Analyse; Kanada
Abstract	Poor comprehenders have intact word-reading skills but struggle specifically with understanding what they read. We investigated whether two metalinguistic skills, morphological and syntactic awareness, are specifically related to poor reading comprehension by including separate and combined measures of each. We identified poor comprehenders ("n" = 15) and average comprehenders ("n" = 15) in Grade 4 who were matched on word-reading accuracy and speed, vocabulary, nonverbal cognitive ability, and age. The two groups performed comparably on a morphological awareness task that involved both morphological and syntactic cues. However, poor comprehenders performed less well than average comprehenders on a derivational word analogy task in which there was no additional syntactic information, thus tapping only morphological awareness, and also less well on a syntactic awareness task, in which there were no morphological manipulations. Our task and participant-selection process ruled out key nonmetalinguistic sources of influence on these tasks. These findings suggest that the relationships among reading comprehension, morphological awareness, and syntactic awareness depend on the tasks used to measure the latter two. Future research needs to identify precisely in which ways these metalinguistic difficulties connect to challenges with reading comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10