Who Did What to Whom? The Relationship between Syntactic Aspects of Sentence Comprehension and Text Comprehension

Autor/inn/en	Poulsen, Mads; Gravgaard, Amalie K. D.
Titel	Who Did What to Whom? The Relationship between Syntactic Aspects of Sentence Comprehension and Text Comprehension
Quelle	In: Scientific Studies of Reading, 20 (2016) 4, S.325-338 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2016.1180695
Schlagwörter	Foreign Countries; Public Schools; Elementary School Students; Grade 5; Syntax; Sentence Structure; Reading Comprehension; Efficiency; Difficulty Level; Decoding (Reading); Reading Fluency; Vocabulary Development; Verbal Learning; Short Term Memory; Individual Differences; Accuracy; Correlation; Grammar; Indo European Languages; Pictorial Stimuli; Task Analysis; Children; Intelligence Tests; Cloze Procedure; Scores; Statistical Analysis; Denmark; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Ausland; Public school; Öffentliche Schule; School year 05; 5. Schuljahr; Schuljahr 05; Satzbau; Satzstruktur; Leseverstehen; Effectiveness; Effektivität; Wirkungsgrad; Schwierigkeitsgrad; Dekodierung; Wortschatzarbeit; Verbales Lernen; Kurzzeitgedächtnis; Individueller Unterschied; Korrelation; Grammatik; Indoeuropäisch; Fantasieanregung; Aufgabenanalyse; Child; Kind; Kinder; Intelligence test; Intelligenztest; Lückentext; Statistische Analyse; Dänemark
Abstract	This study investigated the relationship between syntactic comprehension at the sentence level and text-level comprehension. The study isolated the specific contribution of syntax by asking whether sentence comprehension efficiency of difficult syntactic constructions explained variance in text comprehension after controlling for sentence comprehension efficiency of basic constructions with similar semantic complexity. Seventy-three Grade 5 students completed assessments of text comprehension; basic and difficult written sentence comprehension efficiency; and control measures of decoding fluency, vocabulary, and verbal memory. Efficiency measures were used to assess individual differences in basic sentence comprehension with accuracy near ceiling. Difficult sentence comprehension efficiency explained 6% unique variance in text comprehension after controlling for basic sentence comprehension efficiency and other controls. Thus, the results show that individual differences in the ability to establish sentence meaning from syntactic information are related to text comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01