Syntactic skills in sentence reading comprehension among Chinese elementary school children

被引：0
作者：
Pakey Pui-man Chik
Connie Suk-han Ho
Pui-sze Yeung
David Wai-ock Chan
Kevin Kien-hoa Chung
Hui Luan
Lap-yan Lo
Wendy Suet-yee Lau
机构：
[1] The Hong Kong Institute of Education,Department of Curriculum and Instruction, Centre for Learning Study
[2] The University of Hong Kong,Department of Psychology
[3] The Chinese University of Hong Kong,Department of Educational Psychology, Faculty of Education
[4] The Hong Kong Institute of Education,Department of Special Education and Counselling
[5] Hong Kong Baptist University,Faculty of Social Sciences, Psychology Unit
[6] Hong Kong Shue Yan University,Department of Counselling and Psychology
来源：
Reading and Writing | 2012年 / 25卷
关键词：
Reading comprehension; Chinese; Syntactic skills;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
The present study examined the role of syntactic skills for reading comprehension in Chinese. Two hundred and seventy-two Chinese children were tested on their phonological processing, orthographic, morphological, syntactic, and literacy skills at Grades 1 and 2. Hierarchical multiple regression results showed that syntactic skills, in terms of word order, connective usage, and knowledge of morphosyntactic structure (measured by an oral cloze task) in Grade 1, significantly predicted sentence reading comprehension in Grade 2 after controlling for the children’s age, IQ, and word level reading-related cognitive skills in Grade 1, and word reading in Grade 2. As in alphabetic languages, syntactic skills are essential for reading comprehension in Chinese. The unique roles of individual syntactic skills for understanding sentences in Chinese are discussed.
引用
收藏
页码：679 / 699
页数：20
相关论文
共 97 条
  • [1] Bates E(1982)Functional constraints on sentence processing: A cross-linguistic study Cognition 11 245-299
  • [2] McNew S(1990)Syntactic competence and reading ability in children Journal of Experimental Child Psychology 49 147-172
  • [3] MacWhinney B(2003)Text comprehension and its relation to coherence and cohesion in children’s fictional narratives British Journal of Developmental Psychology 21 335-351
  • [4] Devescovi A(1996)The nature of the relationship between comprehension skill and the ability to tell a story British Journal of Developmental Psychology 14 187-201
  • [5] Smith S(1988)Knowledge of derivational morphology and spelling ability in fourth, sixth, and eighth graders Applied Psycholinguistics 9 247-266
  • [6] Bentin S(1993)Development of component skills in reading Chinese International Journal of Psychology 28 481-507
  • [7] Deutsch A(1991)Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling Journal of Educational Psychology 83 264-274
  • [8] Liberman IY(2004)Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development Applied Psycholinguistics 25 223-238
  • [9] Cain K(1976)Rapid automatized naming (R. A. N.): Dyslexia differentiated from other learning disabilities Neuropsychologia 14 471-479
  • [10] Cain K(1996)Attention factors mediating syntactic deficiency in reading-disabled children Journal of Experimental Child Psychology 63 386-415
12345678910