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Direct linkKyung-Jin Lee; JinHyeong Park; Suh-Ryung Kim – International Journal of Science and Mathematics Education, 2024
This study aimed to design a task in an everyday context to support high school students' exploration of the truth values of propositional conditionals and to understand their difficulties. The results showed that students could identify that the truth value of a propositional conditional is determined by two variables (the truth values of the…
Descriptors: High School Students, Sentence Structure, Syntax, Word Problems (Mathematics)
Lorenzo García-Amaya – Second Language Research, 2024
orInverse relations, or "trade-off effects," are a common outcome of interlanguage development: a learner may increase performance in one linguistic domain while simultaneously decreasing performance in another. In this study, we investigate the relationships between one aspect of fluency (pause usage) and two aspects of syntactic…
Descriptors: Spanish, Study Abroad, Second Language Learning, Second Language Instruction
Rosenstein, Ofra; Meir, Irit; Miller, Paul – Foreign Language Annals, 2020
The study explored the contribution of prior knowledge and reliance on L1 syntactic knowledge to L2 written sentence comprehension. Participants, 102 native Hebrew speakers at three education levels (junior high, high school, and postsecondary), answered questions in two sentence categories: Semantically plausible sentences that readers can…
Descriptors: Prior Learning, Sentences, Reading Comprehension, Native Language
Nguyen, Tin Q.; Pickren, Sage E.; Saha, Neena M.; Cutting, Laurie E. – Reading and Writing: An Interdisciplinary Journal, 2020
As readers struggle to coordinate various reading- and language-related skills during oral reading fluency (ORF), miscues can emerge, especially when processing complex texts. Following a miscue, students often self-correct as a strategy to potentially restore ORF and online linguistic comprehension. Executive functions (EF) are hypothesized to…
Descriptors: Oral Reading, Reading Fluency, Language Skills, Language Processing
Caplan, David; Waters, Gloria; Bertram, Julia; Ostrowski, Adam; Michaud, Jennifer – Reading Research Quarterly, 2016
The authors assessed 4,865 middle and high school students for the ability to recognize and understand written and spoken morphologically simple words, morphologically complex words, and the syntactic structure of sentences and for the ability to answer questions about facts presented in a written passage and to make inferences based on those…
Descriptors: Middle School Students, High School Students, Language Skills, Language Processing
Download full textFamily, Neiloufar; Durus, Natalia; Ziegler, Gudrun – Novitas-ROYAL (Research on Youth and Language), 2015
In this study, we present and analyze co-constructions from L2 English data collected at the European School in Luxembourg. Co-constructions are morpho-syntactic structures split across two speakers, in which a second speaker completes a grammatical structure initiated by the first speaker in conversation. The corpus features multilingual 13-14…
Descriptors: Foreign Countries, Second Language Learning, English (Second Language), Grammar
Berninger, Virginia; Abbott, Robert; Cook, Clayton R.; Nagy, William – Journal of Learning Disabilities, 2017
Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…
Descriptors: Correlation, Attention Control, Executive Function, Multiple Regression Analysis
