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ERIC Number: EJ1070467
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-1307-9298
Vocabulary and Syntactic Knowledge Factors in 5th Grade Students' Reading Comprehension
Mokhtari, Kouider; Niederhauser, Dale S.
International Electronic Journal of Elementary Education, v5 n2 p157-170 2013
In this study, we examined 5th grade students' levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary knowledge and syntactic awareness contributed in significant yet unique ways to students' reading comprehension performance. Students who showed weaknesses in vocabulary and syntax also performed poorly on measures of reading comprehension. Additionally, we found that syntactic awareness explained a small amount of additional variance in reading comprehension beyond what was explained by vocabulary. The implications of these findings are discussed in light of research and practice addressing the relationships among syntax, vocabulary, and reading comprehension for more and less skilled readers.
International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests; Test of Language Development