The influence of syntactic knowledge on reading comprehension varies as a function of oral vocabulary in Spanish-speaking children

Background: Reading comprehension is a complex process influenced by many factors. However, the abilities that are known to influence reading comprehension may not contribute equally for children with different levels of oral language. Aims: Here we examined the relationship of two factors known to...

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Detalhes bibliográficos
Autores: Rodríguez Ortiz, Isabel de los Reyes, Moreno Pérez, Francisco Javier, Simpson, Ian C., Valdés Coronel, Marta, Saldaña Sage, David
Tipo de documento: artigo
Estado:Versão publicada
Data de publicação:2021
País:España
Recursos:Universidad de Sevilla (US)
Repositório:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/127801
Acesso em linha:https://hdl.handle.net/11441/127801
https://doi.org/10.1111/1467-9817.12363
Access Level:Acceso aberto
Palavra-chave:reading comprehension
vocabulary
syntax
morphological awareness
word reading
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spelling The influence of syntactic knowledge on reading comprehension varies as a function of oral vocabulary in Spanish-speaking childrenRodríguez Ortiz, Isabel de los ReyesMoreno Pérez, Francisco JavierSimpson, Ian C.Valdés Coronel, MartaSaldaña Sage, Davidreading comprehensionvocabularysyntaxmorphological awarenessword readingBackground: Reading comprehension is a complex process influenced by many factors. However, the abilities that are known to influence reading comprehension may not contribute equally for children with different levels of oral language. Aims: Here we examined the relationship of two factors known to influence reading comprehension (morphology and syntax) in a group of children who varied in their levels of oral vocabulary. Method: Two hundred seventy-three typically developing Spanish-speaking fourth graders were assessed on non-verbal intelligence, word and pseudoword reading, oral vocabulary, morphological awareness and syntax, along with reading comprehension ability. Standardised oral language scores within this group ranged from the first to the 99th percentile. Mediated multiple regression with moderation was used to assess (1) whether the influence of oral vocabulary on reading comprehension was mediated by decoding, morphology or syntax and (2) whether the effects of syntax on reading comprehension varied as a function of oral vocabulary levels. Results: There was a direct positive relationship between vocabulary and reading comprehension, and this was mediated by word reading and syntax, but not by pseudoword reading or morphology. Furthermore, the relation between syntax and reading comprehension was moderated by oral vocabulary such that the strength of this relationship diminished as oral vocabulary levels increased. Conclusions: These findings suggest that longitudinal research is necessary to explore the possibility that a syntax intervention might be beneficial for readers with low oral vocabulary.FEDER 2014-2020Consejería de Economía, Conocimiento, Empresas y Universidad US-1264792The United Kingdom Literacy AssociationPsicología Evolutiva y de la EducaciónEuropean Commission (EC). Fondo Europeo de Desarrollo Regional (FEDER)Junta de Andalucía2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/127801https://doi.org/10.1111/1467-9817.12363reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésJournal of Research in Reading, 44 (3), 695-714.2014-2020US-1264792http://dx.doi.org/10.1111/1467-9817.12363info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1278012026-06-17T12:51:07Z
dc.title.none.fl_str_mv The influence of syntactic knowledge on reading comprehension varies as a function of oral vocabulary in Spanish-speaking children
title The influence of syntactic knowledge on reading comprehension varies as a function of oral vocabulary in Spanish-speaking children
spellingShingle The influence of syntactic knowledge on reading comprehension varies as a function of oral vocabulary in Spanish-speaking children
Rodríguez Ortiz, Isabel de los Reyes
reading comprehension
vocabulary
syntax
morphological awareness
word reading
title_short The influence of syntactic knowledge on reading comprehension varies as a function of oral vocabulary in Spanish-speaking children
title_full The influence of syntactic knowledge on reading comprehension varies as a function of oral vocabulary in Spanish-speaking children
title_fullStr The influence of syntactic knowledge on reading comprehension varies as a function of oral vocabulary in Spanish-speaking children
title_full_unstemmed The influence of syntactic knowledge on reading comprehension varies as a function of oral vocabulary in Spanish-speaking children
title_sort The influence of syntactic knowledge on reading comprehension varies as a function of oral vocabulary in Spanish-speaking children
dc.creator.none.fl_str_mv Rodríguez Ortiz, Isabel de los Reyes
Moreno Pérez, Francisco Javier
Simpson, Ian C.
Valdés Coronel, Marta
Saldaña Sage, David
author Rodríguez Ortiz, Isabel de los Reyes
author_facet Rodríguez Ortiz, Isabel de los Reyes
Moreno Pérez, Francisco Javier
Simpson, Ian C.
Valdés Coronel, Marta
Saldaña Sage, David
author_role author
author2 Moreno Pérez, Francisco Javier
Simpson, Ian C.
Valdés Coronel, Marta
Saldaña Sage, David
author2_role author
author
author
author
dc.contributor.none.fl_str_mv Psicología Evolutiva y de la Educación
European Commission (EC). Fondo Europeo de Desarrollo Regional (FEDER)
Junta de Andalucía
dc.subject.none.fl_str_mv reading comprehension
vocabulary
syntax
morphological awareness
word reading
topic reading comprehension
vocabulary
syntax
morphological awareness
word reading
description Background: Reading comprehension is a complex process influenced by many factors. However, the abilities that are known to influence reading comprehension may not contribute equally for children with different levels of oral language. Aims: Here we examined the relationship of two factors known to influence reading comprehension (morphology and syntax) in a group of children who varied in their levels of oral vocabulary. Method: Two hundred seventy-three typically developing Spanish-speaking fourth graders were assessed on non-verbal intelligence, word and pseudoword reading, oral vocabulary, morphological awareness and syntax, along with reading comprehension ability. Standardised oral language scores within this group ranged from the first to the 99th percentile. Mediated multiple regression with moderation was used to assess (1) whether the influence of oral vocabulary on reading comprehension was mediated by decoding, morphology or syntax and (2) whether the effects of syntax on reading comprehension varied as a function of oral vocabulary levels. Results: There was a direct positive relationship between vocabulary and reading comprehension, and this was mediated by word reading and syntax, but not by pseudoword reading or morphology. Furthermore, the relation between syntax and reading comprehension was moderated by oral vocabulary such that the strength of this relationship diminished as oral vocabulary levels increased. Conclusions: These findings suggest that longitudinal research is necessary to explore the possibility that a syntax intervention might be beneficial for readers with low oral vocabulary.
publishDate 2021
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/127801
https://doi.org/10.1111/1467-9817.12363
url https://hdl.handle.net/11441/127801
https://doi.org/10.1111/1467-9817.12363
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Journal of Research in Reading, 44 (3), 695-714.
2014-2020
US-1264792
http://dx.doi.org/10.1111/1467-9817.12363
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv The United Kingdom Literacy Association
publisher.none.fl_str_mv The United Kingdom Literacy Association
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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