The Influence of Syntactic Knowledge on Reading Comprehension Varies as a Function of Oral Vocabulary in Spanish-Speaking Children

Autor/inn/en	Rodríguez-Ortiz, Isabel R.; Moreno-Pérez, Francisco J.; Simpson, Ian C.; Valdés-Coronel, Marta; Saldaña, David
Titel	The Influence of Syntactic Knowledge on Reading Comprehension Varies as a Function of Oral Vocabulary in Spanish-Speaking Children
Quelle	In: Journal of Research in Reading, 44 (2021) 3, S.695-714 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodríguez-Ortiz, Isabel R.) ORCID (Moreno-Pérez, Francisco J.) ORCID (Simpson, Ian C.) ORCID (Valdés-Coronel, Marta) ORCID (Saldaña, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12363
Schlagwörter	Syntax; Oral Language; Vocabulary Development; Reading Comprehension; Spanish Speaking; Standardized Tests; Morphology (Languages); Correlation; Grade 4; Elementary School Students; Metalinguistics; Decoding (Reading); Nonverbal Ability; Language Tests; Scores; Intervention; Teaching Methods; Reading Instruction + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Wortschatzarbeit; Leseverstehen; Standadised tests; Standardisierter Test; Morphology; Morphologie; Korrelation; School year 04; 4. Schuljahr; Schuljahr 04; Metalanguage; Metasprache; Dekodierung; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht
Abstract	Background: Reading comprehension is a complex process influenced by many factors. However, the abilities that are known to influence reading comprehension may not contribute equally for children with different levels of oral language. Aims: Here we examined the relationship of two factors known to influence reading comprehension (morphology and syntax) in a group of children who varied in their levels of oral vocabulary. Method: Two hundred seventy-three typically developing Spanish-speaking fourth graders were assessed on non-verbal intelligence, word and pseudoword reading, oral vocabulary, morphological awareness and syntax, along with reading comprehension ability. Standardised oral language scores within this group ranged from the first to the 99th percentile. Mediated multiple regression with moderation was used to assess (1) whether the influence of oral vocabulary on reading comprehension was mediated by decoding, morphology or syntax and (2) whether the effects of syntax on reading comprehension varied as a function of oral vocabulary levels. Results: There was a direct positive relationship between vocabulary and reading comprehension, and this was mediated by word reading and syntax, but not by pseudoword reading or morphology. Furthermore, the relation between syntax and reading comprehension was moderated by oral vocabulary such that the strength of this relationship diminished as oral vocabulary levels increased. Conclusions: These findings suggest that longitudinal research is necessary to explore the possibility that a syntax intervention might be beneficial for readers with low oral vocabulary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01