Understanding How Syntactic Awareness Contributes to Reading Comprehension: Evidence from Mediation and Longitudinal Models

Autor/inn/en	Deacon, S. Hélène; Kieffer, Michael
Titel	Understanding How Syntactic Awareness Contributes to Reading Comprehension: Evidence from Mediation and Longitudinal Models
Quelle	In: Journal of Educational Psychology, 110 (2018) 1, S.72-86 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000198
Schlagwörter	Syntax; Longitudinal Studies; Reading Comprehension; Prediction; Reading Instruction; English; Native Language; Elementary School Students; Grade 3; Grade 4; Path Analysis; Foreign Countries; Reading Tests; Rural Schools; Correlation; Multivariate Analysis; Questionnaires; Vocabulary; Verbal Ability; Intelligence Tests; Statistical Analysis; Canada; Woodcock Reading Mastery Test; Peabody Picture Vocabulary Test; Wechsler Intelligence Scales Short Forms + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseverstehen; Vorhersage; Leseunterricht; English language; Englisch; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Pfadanalyse; Ausland; Lesetest; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Korrelation; Multivariate Analyse; Fragebogen; Wortschatz; Mündliche Leistung; Intelligence test; Intelligenztest; Statistische Analyse; Kanada
Abstract	The authors tested theoretically driven predictions as to the ways in which syntactic awareness, or awareness of word order within sentences, might contribute to reading comprehension, the end goal of reading development and instruction. They conducted a longitudinal study of 100 English-speaking children followed from Grade 3 to 4. Children completed measures of syntactic awareness, word reading, reading comprehension, and reading-related control variables. Path analyses at each of Grades 3 and 4 show a unique concurrent relation of syntactic awareness with reading comprehension, but not to word reading skills. Longitudinal analyses reveal that syntactic awareness at Grade 3 predicts gains in reading comprehension between Grades 3 and 4. Together, findings suggest a robust role for syntactic awareness in the development of reading comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01