Examining the Contributions of Syntactic Awareness and Syntactic Knowledge to Reading Comprehension
The purpose of this study was to examine the direct and indirect effect(s) of syntactic knowledge and syntactic awareness on adolescents" reading comprehension. One hundred and eighty, 9th and 10th grade students" syntactic awareness, syntactic knowledge, and reading comprehension skills w...
| Other Authors: | |
|---|---|
| Format: | Others |
| Language: | English English |
| Published: |
Florida State University
|
| Subjects: | |
| Online Access: | http://purl.flvc.org/fsu/fd/FSU_migr_etd-4734 |
| Summary: | The purpose of this study was to examine the direct and indirect effect(s) of syntactic knowledge and syntactic awareness on adolescents" reading comprehension. One hundred and eighty, 9th and 10th grade students" syntactic awareness, syntactic knowledge, and reading comprehension skills were assessed. In addition, other known contributors to reading comprehension were assessed including word level reading, working memory, and vocabulary knowledge skills. Structural equation modeling was used to analyze the indirect and direct effects of syntactic awareness and syntactic knowledge on reading comprehension. Students" syntactic awareness contributed significant variance on reading comprehension but did not indirectly relate to reading comprehension through syntactic knowledge. Conversely, syntactic knowledge did not have an indirect or direct effect on reading comprehension. This study confirmed the significant contribution of syntactic awareness to reading comprehension. From these findings, researchers are able to define the specific skills associated with the contributions language comprehension makes to reading comprehension as syntactic awareness and vocabulary knowledge. From these findings, it appears that the contributions that language comprehension makes to reading comprehension, as defined by the Simple View of Reading, are best characterized as syntactic awareness and vocabulary knowledge. === A Dissertation submitted to the School of Communication Science and Disorders in partial fulfillment of the requirements for the degree of Doctor of
Philosophy. === Fall Semester, 2011. === October 24, 2011. === Reading Comprehension, Syntactic Awareness, Syntactic Knowledge === Includes bibliographical references. === Kenn Apel, Professor Directing Dissertation; Stephanie Dent Al Otaiba, University Representative; Toby MaCrae, Committee Member; Jeanne Wanzek, Committee Member. |
|---|