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ERIC Number: EJ848203
Record Type: Journal
Publication Date: 2004-Oct-4
Pages: 16
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-1696-2095
An Evaluation of Syntactic-Semantic Processing in Developmental Dyslexia
Jimenez, Juan E.; Garcia, Eduardo; Estevez, Adelina; Diaz, Alicia; Guzman, Remedios; Hernandez-Valle, Isabel; Rosario, Maria; Rodrigo, Mercedes; Hernandez, Sergio
Electronic Journal of Research in Educational Psychology, v2 n2 p127-142 Oct 2004
Introduction: The main purpose of this study is to investigate whether children who have reading disabilities in an alphabetically transparent orthography show a syntactic processing deficit. This research focuses on exploring syntactic processing and the use of morphological markers by subjects with reading disabilities. We analyze these groups' execution of various tasks from the syntactic module of the SICOLE multimedia battery (Jimenez, et al., 2002), grouping them into three sets: gender and number agreement, grammatical structure and function words. Method: A sample of 97 subjects was selected (52 boys and 45 girls). The design involves three groups according to reading level: one experimental group formed by 29 reading-disabled (RD) subjects in fourth grade; one control group of 41 good readers of equivalent age; and one control group of 27 subjects from second grade with equivalent reading level to the RD group. Results: The RD children obtain lower scores in the global syntactic processing scale than normal readers of a younger age. When controlling for the effect of working memory, the deficit in syntactic processing is shown in gender and number agreement tasks, and not in grammatical structure or function word tasks. Discussion: Findings suggest that the deficit in syntactic processing is determined by difficulties in phonological processing which characterize children with RD. Children with RD have more difficulty in processing gender and number agreement tasks since they are more phonologically demanding. On the other hand, these difficulties are not manifest as a deficit when the tasks provide contextual information, such as in the case of grammatical structure and function word tasks. (Contains 2 tables and 1 figure.)
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 2; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain