How problems of reading fluency and comprehension are related to difficulties in syntactic awareness skills among fifth graders

Reading research and instruction : the journal of the College Reading Association Pub Date : 2006-09-01 DOI:10.1080/19388070609558461

Kouider Mokhtari, Brian Thompson

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引用次数: 111

Abstract

Abstract In this study, we assessed and analyzed 5th grade students’ levels of syntactic awareness in relation to their reading fluency and comprehension. The aim was to examine the role of syntactic awareness (children's awareness of the syntactic structure of sentences and their ability to reflect on and manipulate that structure) as a potential source of reading fluency and comprehension difficulty for these readers. We found that the students’ levels of syntactic awareness were significantly related to their reading fluency (r= .625) and reading comprehension performance (r= .816). These relationships indicate that lower levels of syntactic awareness correspond to poor reading fluency and poor comprehension among these readers. These findings have important implications for research and instruction addressing the relative contributions of broader language skills to the development of reading fluency and comprehension among struggling readers.

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五年级学生的阅读流畅性和理解问题与句法意识技能的困难有何关系

摘要在本研究中，我们评估和分析了五年级学生的句法意识水平与阅读流畅性和理解能力的关系。目的是研究句法意识(儿童对句子句法结构的意识以及他们反思和操纵句法结构的能力)作为这些读者阅读流畅性和理解困难的潜在来源的作用。我们发现学生的句法意识水平与他们的阅读流畅性(r= .625)和阅读理解表现(r= .816)显著相关。这些关系表明，较低的句法意识水平对应着较差的阅读流畅性和较差的理解能力。这些发现对研究和教学具有重要意义，这些研究和教学解决了更广泛的语言技能对困难读者阅读流畅性和理解能力发展的相对贡献。

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Reading research and instruction : the journal of the College Reading Association

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