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ERIC Number: ED106764
Record Type: RIE
Publication Date: 1975-May
Pages: 40
Abstractor: N/A
Reference Count: 0
Second Grade Syntax Attainment and Reading Achievement.
Harris, Mary McDonnell
In this study, 100 second graders from a midwestern city were given an oral syntax test which measured seventeen syntactic competencies and a parallel written syntax test. Metropolitan reading and Slosson intelligence tests were also administered. Significant relationships between syntax attainment and reading achievement (R = .70) and between reading achievement and certain syntactic competencies were found. The competencies most closely associated with reading achievement were compound subject formation, adjective and adverb modification in the N/V statement, and auxiliary verb question formation. The causative effect of syntax attainment on the reading achievement of the subjects was demonstrated through analysis of redundancy coefficients. Syntax attainment was also shown to be significantly superior to intelligence as a predictor of reading achievement. Results of the study imply the importance of syntax attainment in assessment of reading achievement, in reading instruction, and in the development of models of the reading process. (Author)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (20th, New York City, May 13-16, 1975)