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Arosio, Fabrizio; Pagliarini, Elena; Perugini, Maria; Barbieri, Lina; Guasti, Maria Teresa – First Language, 2016
The study investigated morphosyntactic abilities and semantic-pragmatic competence in 24 children with developmental dyslexia aged 7-12 years. Morphosyntactic abilities were investgated in a direct object clitic production task, semantic-pragmatic competence in a quantifier comprehension task. Children with dyslexia produced fewer clitics than…
Descriptors: Foreign Countries, Italian, Morphology (Languages), Syntax
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Chang, Li-Chun – Universal Journal of Educational Research, 2015
The purpose of this study was to explore the reading behavior of young proficient Chinese readers at preschool age. Especially, the roles of phonetic skill and Chinese Character recognition in reading comprehension were explored. 10 kindergartens were recruited to participate in the study. Subjects were 72-98 kindergarten children. Instruments…
Descriptors: Foreign Countries, Reading Comprehension, Preschool Children, Preschool Evaluation
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Shiotsu, Toshihiko; Weir, Cyril J. – Language Testing, 2007
In the componential approach to modelling reading ability, a number of contributory factors have been empirically validated. However, research on their relative contribution to explaining performance on second language reading tests is limited. Furthermore, the contribution of knowledge of syntax has been largely ignored in comparison with the…
Descriptors: Reading Comprehension, Syntax, Reading Tests, Structural Equation Models
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Kelso, Katrina; Fletcher, Janet; Lee, Penny – International Journal of Language & Communication Disorders, 2007
Background: In reading research, children with specific language impairment (SLI) have tended to be included in groups of children expected to have difficulties with both decoding and reading comprehension (generally poor readers). This is because generally children with specific language impairment display difficulties with phonology as well as…
Descriptors: Reading Skills, Syntax, Semantics, Profiles
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Willows, Dale M.; Ryan, Ellen Bouchard – Journal of Educational Psychology, 1981
Matched pairs of skilled and less skilled readers read aloud material in cloze procedure format and printed in geometric transformations. Skilled readers made greater use of grammatical and contextual information. The stability of differences suggests that differential utilization of syntactic and semantic cues contributes to differences in…
Descriptors: Cloze Procedure, Cues, Foreign Countries, Intermediate Grades
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Dalgleish, B.W.J.; Enkelmann, Susan – British Journal of Educational Psychology, 1982
In a comparison of normal readers and dyslexic readers who had been less successful with other late developing rules of oral syntax, both groups demonstrated knowledge of the rules for interpreting adjective complements. The only major difference was that the dyslexic readers were less likely to perform without error. (Author/MJL)
Descriptors: Adjectives, Dyslexia, Elementary Education, Foreign Countries
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Kirby, John R.; Gordon, Christopher J. – British Journal of Educational Psychology, 1988
Discussion of text segmenting and comprehension highlights a study of elementary students in Australia that tested two hypotheses, one concerning reading abilities and one concerning information processing skills involved in syntactic analysis. Tests that measured vocabulary, comprehension, and processing skills are described, results are…
Descriptors: Analysis of Variance, Cognitive Processes, Elementary Education, Foreign Countries
Feitelson, Dina, Ed. – 1978
The reading research studies presented in this volume address questions that incorporate more than one culture, language, or writing system, illustrate a broad conceptualization of the study of reading, and represent the expanding international consciousness and program of the International Reading Association. Part one offers the following…
Descriptors: Cloze Procedure, Cross Cultural Studies, Cultural Context, English