ERIC Number: ED123591
Record Type: RIE
Publication Date: 1976
Reference Count: 0
The Effect of Syntactic and Semantic Violation on High and Low Reading Comprehenders.
Miller, John W.; Isakson, Richard L.
The purpose of this study was to examine the relationship between reading comprehension and the perception of syntactic and semantic errors by fourth graders. Forty-eight students were divided according to reading comprehension tests into high and low performance groups. Each student then read orally twelve sentences, of which four were normal sentences with transitive verbs, four contained a semantic violation, and four contained both semantic and syntactic violations. Insertions, omissions, substitutions, and repetitions were scored as errors. Analysis of data reveals that high comprehenders showed greater sensitivity to semantic and syntactic violations than did low comprehenders. Four implications from the present study are apparent: (1) that reading comprehension is not merely a function of word recognition, (2) that good and poor comprehenders of equal word recognition ability differ in their use of syntactic and semantic cues, (3) that reading comprehension should be viewed as a process involving the integration of work meanings through the use of these cues, and (4) that poor readers need instruction emphasizing the use of language cues in comprehension. (KS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, April 19-23, 19760