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Syntactic awareness and reading ability: is there any evidence for a special relationship?

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Syntactic awareness and reading ability: is there any evidence for a special relationship? / Cain, Kate.
In: Applied Psycholinguistics, Vol. 28, No. 4, 28.09.2007, p. 679-694.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Cain, K 2007, 'Syntactic awareness and reading ability: is there any evidence for a special relationship?', Applied Psycholinguistics, vol. 28, no. 4, pp. 679-694. https://doi.org/10.1017/S0142716407070361

APA

Cain, K. (2007). Syntactic awareness and reading ability: is there any evidence for a special relationship? Applied Psycholinguistics, 28(4), 679-694. https://doi.org/10.1017/S0142716407070361

Vancouver

Cain K. Syntactic awareness and reading ability: is there any evidence for a special relationship? Applied Psycholinguistics. 2007 Sept 28;28(4):679-694. doi: 10.1017/S0142716407070361

Author

Cain, Kate. / Syntactic awareness and reading ability: is there any evidence for a special relationship?. In: Applied Psycholinguistics. 2007 ; Vol. 28, No. 4. pp. 679-694.

Bibtex

@article{cdccd85c46b84fe0aa7724267298e8e2,
title = "Syntactic awareness and reading ability: is there any evidence for a special relationship?",
abstract = "Syntactic awareness has been linked to word reading and reading comprehension (Tunmer & Bowey, 1984). The predictive power of two syntactic awareness tasks (grammatical correction, word-order correction) for both aspects of reading was explored in eight- and ten-year-olds. The relative contributions of vocabulary, grammatical knowledge, and memory to each were assessed. After vocabulary, memory explained variance on the word-order correction task; in contrast grammatical knowledge explained performance on the grammatical correction task. The relation between syntactic awareness and reading comprehension was mediated by vocabulary, grammatical knowledge, and memory; in contrast, word reading and syntactic awareness shared unique variance not explained by these controls. The implications for how we measure syntactic awareness and its relation with reading ability are discussed.",
keywords = "syntactic awareness, grammatical knowledge, working memory, vocabulary, reading comprehension",
author = "Kate Cain",
year = "2007",
month = sep,
day = "28",
doi = "10.1017/S0142716407070361",
language = "English",
volume = "28",
pages = "679--694",
journal = "Applied Psycholinguistics",
issn = "1469-1817",
publisher = "Cambridge University Press",
number = "4",

}

RIS

TY - JOUR

T1 - Syntactic awareness and reading ability: is there any evidence for a special relationship?

AU - Cain, Kate

PY - 2007/9/28

Y1 - 2007/9/28

N2 - Syntactic awareness has been linked to word reading and reading comprehension (Tunmer & Bowey, 1984). The predictive power of two syntactic awareness tasks (grammatical correction, word-order correction) for both aspects of reading was explored in eight- and ten-year-olds. The relative contributions of vocabulary, grammatical knowledge, and memory to each were assessed. After vocabulary, memory explained variance on the word-order correction task; in contrast grammatical knowledge explained performance on the grammatical correction task. The relation between syntactic awareness and reading comprehension was mediated by vocabulary, grammatical knowledge, and memory; in contrast, word reading and syntactic awareness shared unique variance not explained by these controls. The implications for how we measure syntactic awareness and its relation with reading ability are discussed.

AB - Syntactic awareness has been linked to word reading and reading comprehension (Tunmer & Bowey, 1984). The predictive power of two syntactic awareness tasks (grammatical correction, word-order correction) for both aspects of reading was explored in eight- and ten-year-olds. The relative contributions of vocabulary, grammatical knowledge, and memory to each were assessed. After vocabulary, memory explained variance on the word-order correction task; in contrast grammatical knowledge explained performance on the grammatical correction task. The relation between syntactic awareness and reading comprehension was mediated by vocabulary, grammatical knowledge, and memory; in contrast, word reading and syntactic awareness shared unique variance not explained by these controls. The implications for how we measure syntactic awareness and its relation with reading ability are discussed.

KW - syntactic awareness

KW - grammatical knowledge

KW - working memory

KW - vocabulary

KW - reading comprehension

U2 - 10.1017/S0142716407070361

DO - 10.1017/S0142716407070361

M3 - Journal article

VL - 28

SP - 679

EP - 694

JO - Applied Psycholinguistics

JF - Applied Psycholinguistics

SN - 1469-1817

IS - 4

ER -