| Summary: | 碩士 === 國立臺中教育大學 === 特殊教育學系碩士在職專班 === 101 === The present study examined the contribution of syntactic skills to Chinese literacy ability of immigrant resident and Taiwanese children. A total of 73 fifth graders were assessed on character recognition, reading comprehension, reading fluency, phonological processing tasks, semantic skills and syntactic skills.
The results of the study showed that:
1.Children of immigrant resident performed significantly less well than Taiwanese children in character
recognition, reading comprehension, word semantics, word order and discourse skills.
2.For both immigrant resident and Taiwanese children, conjunction usage, word order and discourse skills
were correlated significantly with character recognition; morpheme comprehension, word semantics were correlated significantly with reading comprehension; number naming, color naming were correlated significantly with reading fluency.
3.Syntactic skills predicted reading comprehension even after tasks ofphonological processing were controlled.
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