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ERIC Number: ED119156
Record Type: RIE
Publication Date: 1975
Pages: 180
Abstractor: N/A
Reference Count: N/A
An Assessment and Comparison of Syntactic Complexity and Word Associations of Good and Poor Readers in Grades Four, Eight, and Twelve.
Baines, Helen Van Horn
This study attempted to determine if reading ability and grade level differences accounted for differences in the word associations and written syntactic structures of 180 selected students. The study also investigated the relationship of semantic associations and syntactic complexity. An oral, free word association test was used to measure numbers of paradigmatic word associations. A paragraph rewrite test was utilized to obtain a measure of average syntactic complexity (T-unit length). The results of the multivariate and univariate analyses of the data indicated that the mean number of paradigmatic responses for good readers differed from poor readers in grades four, eight, and twelve. Syntactic complexity for good and poor readers in grade four did not differ as it did for good and poor readers in grade eight and in grade twelve. In general, the average number of paradigmatic associations and average T-unit length increased as grade level increased. The T-unit measure proved to be a consistent and reliable index of grade level and syntactic maturity, confirming earlier research findings. A relationship did exist between the number of a subject's paradigmatic responses and the syntactic complexity of the writing. (Author/TS)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-6369, MFilm $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, University of Georgia