NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ956321
Record Type: Journal
Publication Date: 2012-Mar
Pages: 21
Abstractor: As Provided
Reference Count: 66
ISBN: N/A
ISSN: ISSN-0922-4777
Syntactic Skills in Sentence Reading Comprehension among Chinese Elementary School Children
Chik, Pakey Pui-man; Ho, Connie Suk-han; Yeung, Pui-sze; Chan, David Wai-ock; Chung, Kevin Kien-hoa; Luan, Hui; Lo, Lap-yan; Lau, Wendy Suet-yee
Reading and Writing: An Interdisciplinary Journal, v25 n3 p679-699 Mar 2012
The present study examined the role of syntactic skills for reading comprehension in Chinese. Two hundred and seventy-two Chinese children were tested on their phonological processing, orthographic, morphological, syntactic, and literacy skills at Grades 1 and 2. Hierarchical multiple regression results showed that syntactic skills, in terms of word order, connective usage, and knowledge of morphosyntactic structure (measured by an oral cloze task) in Grade 1, significantly predicted sentence reading comprehension in Grade 2 after controlling for the children's age, IQ, and word level reading-related cognitive skills in Grade 1, and word reading in Grade 2. As in alphabetic languages, syntactic skills are essential for reading comprehension in Chinese. The unique roles of individual syntactic skills for understanding sentences in Chinese are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China