Not All Sentences Are Created Equal: Evaluating the Relation between Children's Understanding of Basic and Difficult Sentences and Their Reading Comprehension

Autor/inn/en	Sorenson Duncan, Tamara; Mimeau, Catherine; Crowell, Nikita; Deacon, S. Hélène
Titel	Not All Sentences Are Created Equal: Evaluating the Relation between Children's Understanding of Basic and Difficult Sentences and Their Reading Comprehension
Quelle	In: Journal of Educational Psychology, 113 (2021) 2, S.268-278 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sorenson Duncan, Tamara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000545
Schlagwörter	Sentences; Correlation; Children; Elementary School Students; Grade 5; Difficulty Level; Reading Comprehension; Reading Fluency; Oral Language; Phonological Awareness; Vocabulary Development; Short Term Memory; Syntax; Rural Areas; Reading Tests; Intelligence Tests; Foreign Countries; Canada; Gates MacGinitie Reading Tests; Test of Word Reading Efficiency; Peabody Picture Vocabulary Test; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Korrelation; Child; Kind; Kinder; School year 05; 5. Schuljahr; Schuljahr 05; Schwierigkeitsgrad; Leseverstehen; Oral interpretation; Mündlicher Sprachgebrauch; Wortschatzarbeit; Kurzzeitgedächtnis; Rural area; Ländlicher Raum; Lesetest; Intelligence test; Intelligenztest; Ausland; Kanada
Abstract	The sentences in texts are far more complex and diverse than those that children commonly encounter in oral language. This raises interesting questions as to whether the understanding of some sentence types might be more important than others in children's reading comprehension. Accordingly, we examined the relation between children's reading comprehension and their understanding of two types of sentences: one we label as basic sentences, which are common in both oral and written language, and the other we label as difficult sentences, which are more restricted to written language. One hundred and four English-speaking students (mean age = 10.8 years) completed an experimental measure of oral sentence comprehension capturing these two sentence types, a standardized measure of reading comprehension, as well as control measures for word reading, phonological awareness, vocabulary and working memory. After accounting for the variance explained by the control measures, hierarchical linear regression analyses revealed that comprehension of basic sentences, but not of difficult sentences, was significantly related to children's reading comprehension. These results demonstrate that, at least in the 5th grade, English-speaking children use their understanding of those sentences for which they have gained a strong foundation through oral language (i.e. basic sentences) to springboard into reading for understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01