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

S. Hélène Deacon, Michael Kieffer

Research output: Contribution to journalArticle

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

Original languageEnglish (US)
JournalJournal of Educational Psychology
DOIs
StateAccepted/In press - Apr 13 2017

Fingerprint

mediation
Reading
comprehension
evidence
school grade
Longitudinal Studies
speaking
longitudinal study
instruction

Keywords

  • Reading comprehension
  • Syntactic awareness

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

@article{8bd8419edbe34683ad0ffca397340151,
title = "Understanding How Syntactic Awareness Contributes to Reading Comprehension: Evidence From Mediation and Longitudinal Models",
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",
keywords = "Reading comprehension, Syntactic awareness",
author = "Deacon, {S. H{\'e}l{\`e}ne} and Michael Kieffer",
year = "2017",
month = "4",
day = "13",
doi = "10.1037/edu0000198",
language = "English (US)",
journal = "Journal of Educational Psychology",
issn = "0022-0663",
publisher = "American Psychological Association Inc.",

}

TY - JOUR

T1 - Understanding How Syntactic Awareness Contributes to Reading Comprehension

T2 - Evidence From Mediation and Longitudinal Models

AU - Deacon, S. Hélène

AU - Kieffer, Michael

PY - 2017/4/13

Y1 - 2017/4/13

N2 - 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

AB - 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

KW - Reading comprehension

KW - Syntactic awareness

UR - http://www.scopus.com/inward/record.url?scp=85017337169&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85017337169&partnerID=8YFLogxK

U2 - 10.1037/edu0000198

DO - 10.1037/edu0000198

M3 - Article

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

SN - 0022-0663

ER -