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Who Did What to Whom? The Relationship between Syntactic Aspects of Sentence Comprehension and Text Comprehension
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Poulsen, Mads; Gravgaard, Amalie K. D. – Scientific Studies of Reading, 2016
This study investigated the relationship between syntactic comprehension at the sentence level and text-level comprehension. The study isolated the specific contribution of syntax by asking whether sentence comprehension efficiency of difficult syntactic constructions explained variance in text comprehension after controlling for sentence…
Descriptors: Foreign Countries, Public Schools, Elementary School Students, Grade 5
Instructional Style, Cognitive Processing, and Achievement Behavior Patterns of Schoolchildren: An Empirical Study
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Mohanty, Atasi; Das, Swati Preeti – SAGE Open, 2015
The objective of the study was to examine the performance characteristics and differences between English and Oriya medium school children on various cognitive processing, reading, academic achievement, and teacher perception measures. The sample consists of 243 schoolchildren, 120 from Grade IV and 123 from Grade VII from three different schools…
Descriptors: Teaching Styles, Cognitive Processes, Language of Instruction, Academic Achievement
The Concurrent Validity of the Third Grade New York State Pupil Evaluation Program in Reading with Standardized Tests of Reading, Intelligence, and Cloze.
Warshavsky, Belle – 1975
The concurrent validity of the third grade, New York State Pupil Evaluation Reading Program (PEP) reading test was examined with the following standardized tests: the Durrell Silent Reading Test, the Gilmore Oral Reading Test, the Wide Range Achievement Test (WRAT), the Verbal IQ of the Wechsler Intelligence Scale for Children (WISC), and the…
Descriptors: Achievement Tests, Cloze Procedure, Elementary School Students, Grade 3