ERIC Number: ED216342
Record Type: RIE
Publication Date: 1980-Dec
Reference Count: 0
The Reading-Writing Connection: An Analysis of the Written Language of University Freshmen at Two Reading Levels.
Heller, Mary F.
A study investigated the reading comprehension of 34 college freshmen in relation to the presence of 20 syntactic elements of written language in their expository writing. Language samples included one silent reading comprehension test that identified "high" and "low" readers and two expository in-class themes, one developed through classification, the other through comparison/contrast. The themes were subjected to syntactic analysis of 20 elements of written language chosen for their known contributions to syntactic maturity and their possible relationship to reading comprehension. Results of the application of a biserial correlation formula indicated that at least 10 elements of written language were significantly related to the students' reading comprehension scores. Good readers' writing was characterized by longer T-units expanded through such nonclausal structures as prepositional phrases, intra-T-unit coordinators, and passive verb phrases. Poor readers' writing was characterized by shorter T-units expanded primarily through the addition of subordinate clause structures. The low reading group also used more coordinated main clauses and run-on sentences than did the high reading group. These results support the notion that growth in one area of language is likely reflected to some extent in other areas as well. (Author/RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Freshman Composition; Reading Writing Relationship; Syntactic Maturity
Note: Paper presented at the Annual Meeting of the National Reading Conference (30th, San Diego, CA, December 3-6, 1980).