A Study of the Correlation between Syntactic Awareness Characteristics and Reading Comprehension for School-Aged Children with Language-Learning Disabilities in Grades 3-4

Min-Kyeong Cho, Mibae Kim
2019 Communication Sciences & Disorders  
Objectives: In the 3rd and 4th grades of elementary school, reading comprehension is beginning to develop. It is necessary to look at the sentences that make up the text. At school age, it is necessary to examine syntactic ability at a higher level considering language development is also at a higher level. The purpose of this study was to identify the correlation among syntactic awareness and reading comprehension in 3rd and 4th grades. Methods: The participants were 16 children with language
more » ... earning disabilities (LLD) and 16 typically developing (TD) children. This study performed a syntactic awareness test anda reading comprehension test. This study was composed of sentences categorized into a basic sentence type (simple sentence, complex sentence) and a complex sentence type (compound sentence, embedded sentence). Results: First, when comparing syntactic awareness according to group and basic sentence type, LLD children showed lower performance than TD children. Second, when comparing syntactic awareness according to groups and complex sentence types, LLD children exhibited lower performance than TD children. Third, in both groups, there was a significant correlation between syntactic awareness and reading comprehension. Conclusion: LLD children showed different characteristics according to the type of sentence, and confirmed it is necessary to check the type of complex sentence. In both groups, there was a correlation between syntactic awareness and reading comprehension, and it was confirmed that syntactic awareness affects reading comprehension. This study has significant implications for sentence sub-type, and suggests that there is a need to assess syntactic awareness. 초등 3-4학년 시기는 읽기발달에서 자동화된 해독과 유창한 읽 기가 가능하며 유창한 읽기를 활용하여 읽은 것을 이해하기 시작 한다(Chall, 1983). 읽기의 단순한 관점(simple view of reading)에 따르면 읽기의 최종적인 목표인 읽기이해는 해독(decoding)과 언 어이해(language comprehension)가 필요하다(Hoover & Gough, 1990). 읽은 것을 잘 이해하기 위해서는 낱말, 문장, 담화 수준에서 의 언어능력을 통해 여러 문장을 연결하여 정보를 통합하고 추론 하여 텍스트 수준에서 복잡한 상위인지처리과정을 거쳐야 한다
doi:10.12963/csd.19576 fatcat:xjiz6zhxbjdvjplihpxjecqcou