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The struggle to express themselves: An examination of the relationship of syntactic knowledge to text reading and comprehension.

机译：表达自己的斗争：考察句法知识与文本阅读和理解之间的关系。

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摘要

Based on a long history of investigation into the characteristics of children with dyslexia, deficits in phonological awareness were isolated as a cardinal and singular feature of dyslexia. Mounting evidence would suggest, however, that other areas of linguistic knowledge could also pose specific challenges for children with reading impairments. A central aspect of oral language knowledge that has received little attention in reading research is syntactic knowledge. Studies of reading comprehension rarely investigate the contribution of syntactic knowledge to comprehension. Given that roughly 35-45% of fourth graders in the U.S. do not understand grade-level text, the need to understand the processes involved in text comprehension is apparent.;In the present study, the relationship between syntactic abilities and reading comprehension in dyslexia was explored. Specifically, the contributions of sentence-level knowledge, as measured by both receptive and expressive measures, to text reading fluency and comprehension were investigated in a group of second and third grade readers with significant reading impairments. Children were classified according to the Double Deficit hypothesis to identify subgroups. These four subtypes were: single phonological deficit, single naming speed deficit, double deficit or deficit in both areas, and an unclassified reading deficit. Two important purposes of the study were to determine if discrete subgroups of children displayed different patterns of sentence-level abilities, and if variations in knowledge of syntax resulted in different levels of text reading. Findings indicate that syntactic knowledge accounts for significant variance in text reading fluency and comprehension. Furthermore, children with phonological and double-deficit profiles perform significantly lower than other groups on measures of receptive and expressive sentence-level knowledge. The implications of this work both for theories of reading impairments and assessment and identification strategies are discussed.
机译：基于对阅读障碍儿童特征的悠久调查历史，语音识别意识的缺陷被孤立为阅读障碍的主要特征和奇异特征。然而，越来越多的证据表明，其他语言知识领域也可能对阅读障碍儿童构成特殊挑战。在阅读研究中很少受到关注的口头语言知识的中心方面是句法知识。阅读理解研究很少研究句法知识对理解的贡献。鉴于美国大约有35-45％的四年级学生不理解年级水平的文本，因此很明显需要理解与文本理解有关的过程。在本研究中，阅读障碍中句法能力与阅读理解之间的关系非常明显。被探索了。具体来说，在一组具有严重阅读障碍的二，三年级阅读者中，研究了通过接受和表达方式衡量的句子水平知识对文本阅读流畅性和理解力的贡献。根据双重赤字假设对儿童进行分类，以识别亚组。这四个子类型是：单个语音缺陷，单个命名速度缺陷，两个区域中的双重缺陷或缺陷，以及未分类的阅读缺陷。该研究的两个重要目的是确定儿童的离散亚群是否表现出不同的句子水平能力模式，以及语法知识的变化是否导致不同水平的文本阅读。研究结果表明，句法知识会导致文本阅读流畅性和理解力的显着差异。此外，具有语音和双重缺陷特征的儿童在接受和表达句子水平知识方面的表现明显低于其他群体。讨论了这项工作对阅读障碍理论以及评估和识别策略的意义。

著录项

  • 作者

    Gottwald, Stephanie.;

  • 作者单位

    Tufts University.;

  • 授予单位 Tufts University.;
  • 学科 Language Linguistics.;Education Special.;Education Elementary.;Education Educational Psychology.;Psychology Cognitive.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 115 p.
  • 总页数 115
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:53:21

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