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

By K. Cain. Applied Psycholinguistics, 2007

220 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/c93cd4ba00d969eec121dba2969d61c76088aa01

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In Developmental and Educational Psychology

Citations in the corpus

The role and importance of lower-level processes in second language reading (2013, background): “It is clear that the ability to process and use syntactic and semantic information is critical for reading comprehension and there is substantial research that provides empirical evidence for the importance of these factors (Verhoeven 2000; Droop & Verhoeven 2003; Deacon & Kirby 2004; Cain 2007; Gel”
Decoding and Reading Comprehension (2014, methodology): “, Cain & Oakhill, 2011; Cain, Oakhill, & Bryant, 2004; Compton, Fuchs, Fuchs, Elleman, & Gilbert, 2008; Manis, Seidenberg, & Doi, 1999; Oakhill, Cain, & Bryant, 2003; Torgesen, Wagner, Rashotte, Burgess, & Hecht, 1997; Wood, 2009). A critical contributory factor will obviously be the age range that ”
Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER) (2017, unknown): “…language & domain-general cognitive skills (e.g., Vocabulary, Grammatical knowledge, working memory, Attentional control) press; Cain, 2006, 2007; Cain & Oakhill, 1999; Cain, Oakhill, & Bryant, 2004; Conners, 2009; Cromley & Azevedo, 2007; Daneman & Carpenter, 1980; Oakhill &…”
Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners (2014, background): “Even though a few studies have questioned the relationship between syntactic awareness skills and reading comprehension (Cain, 2007; Layton, Robinson, & Lawson, 1998), this area was included because numerous studies have provided evidence of later syntactic skills—such as extended noun phrases and c”
The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. (2014, background): “Certainly, verbal short-term memory is related to young children’s vocabulary (Florit et al., 2011; Willis & Gathercole, 2001) as well as their grammar and sentence comprehension (Cain, 2007; Montgomery, 1995).”
The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school (2012, background): “Therefore, syntactic knowledge may affect facility with connected text more than semantic and morphological awareness (Cain, 2007).”
Examining the contributions of syntactic awareness and syntactic knowledge to reading comprehension (2017, background): “In the second relevant study, Cain (2007) examined 196, seven to ten year old children‟s word-level reading, reading comprehension, memory, vocabulary, syntactic knowledge, and syntactic awareness skills.”
The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study (2012, background): “Syntactic awareness might not be the most accurate way to assess grammatical skills, because it is influenced by vocabulary knowledge, memory capacity, and grammatical knowledge (Cain, 2007).”