Understanding how syntactic awareness contributes to reading comprehension: Evidence from mediation and longitudinal models.

S. Hélène Deacon · Michael J. Kieffer

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Reading and Literacy Development Language Development and Disorders Second Language Acquisition and Learning

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. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

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1998Eye movements in reading and information processing: 20 years of research.2014Wechsler Abbreviated Scale of Intelligence 2000Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction 1974A First Language: The Early Stages 2010Peabody Picture Vocabulary Test 1957Two Factor Index of Social Position 1983Categorizing sounds and learning to read—a causal connection 1992The Cambridge encyclopedia of language . By David Crystal. Cambridge & New York: Cambridge University Press, 1991. Pp. vii, 472. Paper $24.95.

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