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Syntax and reading comprehension: a meta-analysis of different spoken-syntax assessments
Danielle Brimo1, Emily Lund1, Alysha Sapp2
1Davies School of Communication Sciences and Disorders, Texas Christian University, Fort Worth, TX, USA.
International Journal of Language & Communication Disorders
|December 22, 2017
Summary
The type of spoken syntax assessment matters for identifying differences in reading comprehension. Measuring knowledge of syntax, not just awareness, is key for distinguishing reading abilities in children.
Area of Science:
- Linguistics
- Developmental Psychology
- Educational Psychology
Background:
- Syntax is a crucial language skill for reading comprehension in children.
- Previous research on the link between syntax and reading comprehension has yielded inconsistent results.
- Studies often report conflicting findings regarding differences in spoken-syntax assessments between children with average and below-average reading comprehension.
Purpose of the Study:
- To investigate whether variations in spoken-syntax assessment methods influence the observed differences between children with average and below-average reading comprehension.
- To determine if the type of syntax construct measured (awareness vs. knowledge) impacts the significance of findings.
- To reconcile inconsistent results in the literature concerning syntax skills and reading comprehension in children.
Main Methods:
- A systematic review and meta-analysis of 14 studies comparing children with average and below-average reading comprehension on spoken-syntax assessments.
- Studies were selected based on group comparison design, inclusion of specific reading comprehension levels, and use of spoken-syntax assessments.
- Data were coded for child age, reading comprehension scores, syntax assessment type, syntax construct measured, and syntax assessment scores. A random-effects model was employed for analysis.
Main Results:
- A significant difference was found between children with average and below-average reading comprehension on spoken-syntax assessments.
- This significant difference was evident when comparing norm-referenced and researcher-created assessments.
- However, significant differences were only observed when assessments measured knowledge of spoken syntax, not awareness of spoken syntax.
Conclusions:
- The type of syntax construct measured (knowledge vs. awareness) is a critical factor explaining inconsistent findings in previous research.
- Researchers and practitioners should carefully consider whether they are assessing awareness or knowledge of spoken syntax when evaluating children's language skills.
- Other factors like participant diagnosis and assessment item format may also contribute to discrepancies in research findings.
