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ERIC Number: EJ792029
Record Type: Journal
Publication Date: 2006
Pages: 22
Abstractor: Author
ISSN: ISSN-0886-0246
How Problems of Reading Fluency and Comprehension Are Related to Difficulties in Syntactic Awareness Skills among Fifth Graders
Mokhtari, Kouider; Thompson, H. Brian
Reading Research and Instruction, v46 n1 p73-94 Fall 2006
In this study, we assessed and analyzed 5th grade students' levels of syntactic awareness in relation to their reading fluency and comprehension. The aim was to examine the role of syntactic awareness (children's awareness of the syntactic structure of sentences and their ability to reflect on and manipulate that structure) as a potential source of reading fluency and comprehension difficulty for these readers. We found that the students' levels of syntactic awareness were significantly related to their reading fluency (r= 0.625) and reading comprehension performance (r= 0.816). These relationships indicate that lower levels of syntactic awareness correspond to poor reading fluency and poor comprehension among these readers. These findings have important implications for research and instruction addressing the relative contributions of broader language skills to the development of reading fluency and comprehension among struggling readers. (Contains 3 tables and 5 figures.)
College Reading Association. Brigham Young University, Department of Teacher Education, 215 McKay Building, P.O. Box 25099, Provo, UT 84602. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A