NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1124842
Record Type: Journal
Publication Date: 2017-Feb
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0141-0423
Examining the Contributions of Syntactic Awareness and Syntactic Knowledge to Reading Comprehension
Brimo, Danielle; Apel, Kenn; Fountain, Treeva
Journal of Research in Reading, v40 n1 p57-74 Feb 2017
Purpose: The purpose of this study was to examine the effect(s) of syntactic knowledge and syntactic awareness on adolescents' reading comprehension. Method: One hundred and seventy-nine, 9th and 10th grade students' syntactic awareness, syntactic knowledge and reading comprehension skills were assessed. In addition, other known contributors to reading comprehension were assessed including word level reading, short-term memory and vocabulary knowledge skills. Results: Path analysis was used to analyse the direct and indirect effects of syntactic awareness and syntactic knowledge on reading comprehension. Students' syntactic knowledge directly accounted for significant variance in reading comprehension. Syntactic awareness indirectly accounted for significant variance in reading comprehension through syntactic knowledge. Conclusions: This study confirmed the significant effects of syntactic knowledge and syntactic awareness on reading comprehension among adolescent students. This is one of the very few studies to examine both knowledge and awareness of syntax simultaneously and to determine that syntactic knowledge mediates the contribution of syntactic awareness to adolescent students' reading comprehension.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools; Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A