Syntactic awareness in relation to reading skill and ongoing reading comprehension monitoring

Bowey J.A. (1986) Syntactic awareness in relation to reading skill and ongoing reading comprehension monitoring. Journal of Experimental Child Psychology, 41 2: 282-299. doi:10.1016/0022-0965(86)90041-X


Author Bowey J.A.
Title Syntactic awareness in relation to reading skill and ongoing reading comprehension monitoring
Journal name Journal of Experimental Child Psychology   Check publisher's open access policy
ISSN 0022-0965
Publication date 1986-01-01
Sub-type Article (original research)
DOI 10.1016/0022-0965(86)90041-X
Volume 41
Issue 2
Start page 282
End page 299
Total pages 18
Subject 3204 Developmental and Educational Psychology
3205 Experimental and Cognitive Psychology
Abstract This research was designed to test the hypotheses that less skilled readers are delayed relative to skilled readers in their awareness of grammatical well formedness and that this delay is associated with relative failure to monitor ongoing reading comprehension. Fourth- and fifth-grade children varying in decoding ability were observed to differ in syntactic awareness, as reflected in their ability to correct grammatically deviant sentences within an oral language task, even with general verbal ability effects covaried. Performance on the syntactic awareness task ("syntactic control") was correlated with measures of ongoing reading comprehension and comprehension monitoring and with performance on standardized tests of reading comprehension. These correlations remained significant when Peabody Picture Vocabulary Test verbal ability and, where appropriate, subjective text decoding effects were statistically controlled.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: Scopus Import - Archived
 
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Created: Tue, 28 Jun 2016, 16:09:51 EST by System User