The Relation of Morphological Awareness and Syntactic Awareness to Adults' Reading Comprehension: Is Vocabulary Knowledge a Mediating Variable?

被引：59
作者：
Guo, Ying [1 ]
Roehrig, Alysia D. [2 ]
Williams, Rihana S. [3 ]
机构：
[1] Ohio State Univ, Sch Teaching & Learning, Columbus, OH 43210 USA
[2] Florida State Univ, Grad programs Learning & Cognit, Tallahassee, FL 32306 USA
[3] Univ Cambridge Emmanuel Coll, Franklin Springs, GA USA
来源：
JOURNAL OF LITERACY RESEARCH | 2011年 / 43卷 / 02期
关键词：
vocabulary; morphology; syntax; reading comprehension; INDIVIDUAL-DIFFERENCES; LITERACY SKILLS; WORD KNOWLEDGE; COMPLEX WORDS; SENSITIVITY; ACQUISITION; SCHOOL; PERFORMANCE; ELEMENTARY; 3RD-GRADE;
D O I：
10.1177/1086296X11403086
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The authors' goal was to examine the structural relationships among vocabulary knowledge, morphological awareness, syntactic awareness, and reading comprehension in English-speaking adults. Structural equation analysis of data collected from 151 participants revealed that morphological awareness affected reading comprehension directly. Syntactic awareness predicted reading comprehension not only directly but also indirectly via vocabulary knowledge. Vocabulary knowledge made an independent contribution to reading comprehension above and beyond those of morphologic awareness and syntactic awareness.
引用
收藏
页码：159 / 183
页数：25
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