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Direct linkSusanna Siu-sze Yeung; Ronnel B. King; Shen Qiao – Language Awareness, 2025
Research has established the link between socioeconomic status (SES) and children's reading development. However, the theoretical mechanisms underlying the association between them have yet to be fully understood. Moreover, few previous studies exploring the mechanisms tapped both first language (L1) and second language (L2) at the same time. In…
Descriptors: Socioeconomic Status, Reading Comprehension, Native Language, Second Language Learning
Brimo, Danielle; Apel, Kenn; Fountain, Treeva – Journal of Research in Reading, 2017
Purpose: The purpose of this study was to examine the effect(s) of syntactic knowledge and syntactic awareness on adolescents' reading comprehension. Method: One hundred and seventy-nine, 9th and 10th grade students' syntactic awareness, syntactic knowledge and reading comprehension skills were assessed. In addition, other known contributors to…
Descriptors: Syntax, Reading Comprehension, Grade 9, Grade 10
Deacon, S. Hélène; Kieffer, Michael – Journal of Educational Psychology, 2018
The authors tested theoretically driven predictions as to the ways in which syntactic awareness, or awareness of word order within sentences, might contribute to reading comprehension, the end goal of reading development and instruction. They conducted a longitudinal study of 100 English-speaking children followed from Grade 3 to 4. Children…
Descriptors: Syntax, Longitudinal Studies, Reading Comprehension, Prediction
Drijbooms, Elise; Groen, Margriet A.; Verhoeven, Ludo – Reading and Writing: An Interdisciplinary Journal, 2017
The aim of this study was to examine the contribution of transcription skills, oral language skills, and executive functions to growth in narrative writing between fourth and sixth grade. While text length and story content of narratives did not increase with age, syntactic complexity of narratives showed a clear developmental progression. Results…
Descriptors: Executive Function, Predictor Variables, Syntax, Difficulty Level
Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa – Reading and Writing: An Interdisciplinary Journal, 2013
The present study is a four-year longitudinal study examining the important predictors of writing of 340 Chinese children in elementary grades. Children's transcription skills (handwriting skills and spelling), and syntactic skills in grade 1 were significant predictors of text writing in grade 1-4 while ideation in grade 1 only contributed to…
Descriptors: Foreign Countries, Longitudinal Studies, Elementary School Students, Transcripts (Written Records)
Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa; Wong, Yau-kai – Learning and Individual Differences, 2013
The relationships of reading-related skills (rapid naming, morphological awareness, syntactic skills, discourse skills, and verbal working memory) and word reading to reading comprehension were examined among 248 Chinese fourth graders in Hong Kong. Multiple regression analysis results showed that syntactic skills (word order knowledge,…
Descriptors: Foreign Countries, Reading Comprehension, Learning Experience, Path Analysis
