scholarly journals The Development of a Syntactic Awareness Task using the Word-Order Correction Paradigm

2020 ◽  
Author(s):  
Claudia Pik-Ki Chu ◽  
Michelle Ellefson
Keyword(s):  
Word Order ◽  
Order Correction ◽  
Syntactic Awareness

scholarly journals Syntactic awareness and reading ability: Is there any evidence for a special relationship?

2007 ◽  
Vol 28 (4) ◽  
pp. 679-694 ◽  
Author(s):  
KATE CAIN
Keyword(s):  
Reading Comprehension ◽  
Word Order ◽  
Reading Ability ◽  
Predictive Power ◽  
Word Reading ◽  
Order Correction ◽  
Special Relationship ◽  
Syntactic Awareness ◽  
Grammatical Knowledge ◽  
Explained Variance

Syntactic awareness has been linked to word reading and reading comprehension. The predictive power of two syntactic awareness tasks (grammatical correction, word-order correction) for both aspects of reading was explored in 8- and 10-year-olds. The relative contributions of vocabulary, grammatical knowledge, and memory to each were assessed. After vocabulary, memory explained variance on the word-order correction task; in contrast, grammatical knowledge explained performance on the grammatical correction task. The relation between syntactic awareness and reading comprehension was mediated by vocabulary, grammatical knowledge, and memory; in contrast, word reading and syntactic awareness shared unique variance not explained by these controls. The implications for how we measure syntactic awareness and its relation with reading ability are discussed.

English Word Order Correction Task

2015 ◽  
Author(s):  
Carrey Tik-Sze Siu ◽  
Connie Suk-Han Ho
Keyword(s):  
Word Order ◽  
English Word ◽  
Order Correction

Chinese Word Order Correction Task

2015 ◽  
Author(s):  
Siu ◽  
Connie Suk-Han Ho
Keyword(s):  
Word Order ◽  
Order Correction ◽  
Chinese Word

scholarly journals Examination of monolingual (English) and bilingual (English/Spanish; English/Urdu) children's syntactic awareness

2019 ◽  
Vol 46 (04) ◽  
pp. 682-706 ◽  
Author(s):  
Denise DAVIDSON ◽  
Sandra B. VANEGAS ◽  
Elizabeth HILVERT ◽  
Vanessa R. RAINEY ◽  
Ieva MISIUNAITE
Keyword(s):  
Word Order ◽  
English Word ◽  
Receptive Vocabulary ◽  
Language Group ◽  
Syntactic Awareness ◽  
Gender Agreement ◽  
Grammaticality Judgment ◽  
Gender Constructions ◽  
Per Se ◽  
And Gender

AbstractIn this study, monolingual (English) and bilingual (English/Spanish, English/Urdu) five- and six-year-old children completed a grammaticality judgment test in order to assess their awareness of the grammaticality of two types of syntactic constructions in English: word order and gender representation. All children were better at detecting grammatically correct and incorrect word order constructions than gender constructions, regardless of language group. In fact, bilingualism per se did not impact the results as much as receptive vocabulary range. For example, children with the highest receptive vocabulary scores were more accurate in detecting incorrect word order constructions (i.e., word order violations, semantic anomalies) and incorrect gender agreement than children in the lower receptive vocabulary ranges. However, no differences were found between the ranges for ambiguous gender constructions. These results highlight the importance of receptive vocabulary ability on syntactic awareness performance, regardless of language group.

Factors influencing syntactic awareness skills in normal readers and poor comprehenders

2000 ◽  
Vol 21 (2) ◽  
pp. 229-241 ◽  
Author(s):  
KATE NATION ◽  
MARGARET J. SNOWLING
Keyword(s):  
Language Processing ◽  
Word Order ◽  
Phonological Processing ◽  
Syntactic Complexity ◽  
Semantic Ambiguity ◽  
Syntactic Awareness ◽  
Poor Reading ◽  
Poor Comprehenders ◽  
Skilled Reading ◽  
Nonverbal Ability

Using a word order correction paradigm, we assessed syntactic awareness skills in children with good and poor reading comprehension, matched for age, decoding skill, and nonverbal ability. Poor comprehenders performed less well than normal readers, and the performance of both groups was influenced by the syntactic complexity and semantic ambiguity of the sentences. These findings support the view that poor comprehenders have language processing difficulties encompassing grammatical as well as semantic weaknesses, although their phonological processing skills are normal. The implications of such language weaknesses for the development of skilled reading are discussed.

Processing cost and its consequences

2016 ◽  
Vol 39 ◽  
Author(s):  
William O'Grady
Keyword(s):  
Word Order ◽  
Proximity Effects ◽  
Processing Cost

AbstractI focus on two challenges that processing-based theories of language must confront: the need to explain why language has the particular properties that it does, and the need to explain why processing pressures are manifested in the particular way that they are. I discuss these matters with reference to two illustrative phenomena: proximity effects in word order and a constraint on contraction.

The Relation Between Linguistic Awareness Skills and Spelling in Adults: A Comparison Among Scoring Procedures

2020 ◽  
Vol 63 (4) ◽  
pp. 1240-1253
Author(s):  
Victoria S. Henbest ◽  
Lisa Fitton ◽  
Krystal L. Werfel ◽  
Kenn Apel
Keyword(s):  
Phonemic Awareness ◽  
Concurrent Validity ◽  
Word Reading ◽  
Continuous Measure ◽  
Scoring Methods ◽  
Syntactic Awareness ◽  
Scoring Method ◽  
Spelling Performance ◽  
Linguistic Awareness ◽  
Average Readers

Purpose Spelling is a skill that relies on an individual's linguistic awareness, the ability to overtly manipulate language. The ability to accurately spell is important for academic and career success into adulthood. The spelling skills of adults have received some attention in the literature, but there is limited information regarding which approach for analyzing adults' spelling is optimal for guiding instruction or intervention for those who struggle. Thus, we aimed to examine the concurrent validity of four different scoring methods for measuring adults' spellings (a dichotomous scoring method and three continuous methods) and to determine whether adults' linguistic awareness skills differentially predict spelling outcomes based on the scoring method employed. Method Sixty undergraduate college students who were determined to be average readers as measured by a word reading and contextual word reading task were administered a spelling task as well as morphological, orthographic, phonemic, and syntactic awareness tasks. Results All four scoring methods were highly correlated suggesting high concurrent validity among the measures. Two linguistic awareness skills, morphological awareness and syntactic awareness, predicted spelling performance on both the dichotomous and continuous scoring methods. Contrastively, phonemic awareness and orthographic awareness predicted spelling performance only when spelling was scored using a continuous measure error analysis. Conclusions The results of this study confirm that multiple linguistic awareness skills are important for spelling in adults who are average readers. The results also highlight the need for using continuous measures of spelling when planning intervention or instruction, particularly in the areas of orthographic and phonemic awareness.

Phrase-Learning in Deaf and Hearing Subjects

1967 ◽  
Vol 10 (3) ◽  
pp. 600-605 ◽  
Author(s):  
Penelope B. Odom ◽  
Richard L. Blanton
Keyword(s):  
Word Order ◽  
Fifth Graders ◽  
English Word ◽  
Normal Hearing ◽  
Twelfth Graders ◽  
Memory Processes ◽  
Study Test ◽  
The Mean

Two groups each containing 24 deaf subjects were compared with 24 fifth graders and 24 twelfth graders with normal hearing on the learning of segments of written English. Eight subjects from each group learned phrasally defined segments such as “paid the tall lady,” eight more learned the same words in nonphrases having acceptable English word order such as “lady paid the tall,” and the remaining eight in each group learned the same words scrambled, “lady tall the paid.” The task consisted of 12 study-test trials. Analyses of the mean number of words recalled correctly and the probability of recalling the whole phrase correctly, given that one word of it was recalled, indicated that both ages of hearing subjects showed facilitation on the phrasally defined segments, interference on the scrambled segments. The deaf groups showed no differential recall as a function of phrasal structure. It was concluded that the deaf do not possess the same perceptual or memory processes with regard to English as do the hearing subjects.

Word Order

2012 ◽  
Author(s):  
Jae Jung Song
Keyword(s):  
Word Order
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