Title The influence of syntactic knowledge on reading comprehension varies as a function of oral vocabulary in Spanish-speaking children
Authors Rodriguez-Ortiz, Isabel R. , Moreno-Perez, Francisco J. , SIMPSON, IAN CRAIG, Valdes-Coronel, Marta , Saldana, David
External publication No
Means J. Res. Read.
Scope Article
Nature Científica
Area International
Web https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106418066&doi=10.1111%2f1467-9817.12363&partnerID=40&md5=8f6be310b32c97ee1eae87f35bc2f2ad
Publication date
ISI 000654031500001
Scopus Id 2-s2.0-85106418066
DOI 10.1111/1467-9817.12363
Abstract Background Reading comprehension is a complex process influenced by many factors. However, the abilities that are known to influence reading comprehension may not contribute equally for children with different levels of oral language.\n Aims Here we examined the relationship of two factors known to influence reading comprehension (morphology and syntax) in a group of children who varied in their levels of oral vocabulary.\n Method Two hundred seventy-three typically developing Spanish-speaking fourth graders were assessed on non-verbal intelligence, word and pseudoword reading, oral vocabulary, morphological awareness and syntax, along with reading comprehension ability. Standardised oral language scores within this group ranged from the first to the 99th percentile. Mediated multiple regression with moderation was used to assess (1) whether the influence of oral vocabulary on reading comprehension was mediated by decoding, morphology or syntax and (2) whether the effects of syntax on reading comprehension varied as a function of oral vocabulary levels.\n Results There was a direct positive relationship between vocabulary and reading comprehension, and this was mediated by word reading and syntax, but not by pseudoword reading or morphology. Furthermore, the relation between syntax and reading comprehension was moderated by oral vocabulary such that the strength of this relationship diminished as oral vocabulary levels increased.\n Conclusions These findings suggest that longitudinal research is necessary to explore the possibility that a syntax intervention might be beneficial for readers with low oral vocabulary.
Keywords reading comprehension; vocabulary; syntax; morphological awareness; word reading
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