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ERIC Number: ED141794
Record Type: RIE
Publication Date: 1976
Pages: 13
Abstractor: N/A
A Comparison of Syntactic Writing Maturity with Reading Comprehension.
Johnson, Norma
This study investigates the relationship between reading comprehension and eleven measures of syntactic writing maturity. The subjects were 144 third, fourth, and fifth grade students of the Travis Elementary School in Sulphur Springs, Texas. The two instruments used to collect data were an in-class composition, which provided a writing sample, and the SRA Assessment Survey Achievement Series, Reading. Results for the total group indicate only slight and low correlations. Upon dividing the groups into grade levels, race, or sex, more relationships were seen. Some data point to a relationship between reading and writing, but the relationship is between the reading scores and words per T-unit measure. The relationship between comprehension as a separate part of reading and writing maturity is not clearly established. Correlations for black students indicate that, as their reading levels rise, blacks tend to add subordinate clauses to their writing. The indicator for rising reading levels of whites was the addition of words in free modification. The means of the writing scores all increased between grade three and grade five, except the Syntactic Density Score, which moved in the wrong direction, had little correlation, and was not a useful tool in this study. (RL)
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 1976 International Reading Association Texas State Council Conference