The connection between syntactic awareness and reading: Evidence from Portuguese-speaking children taught by a phonic method.

Title:
The connection between syntactic awareness and reading: Evidence from Portuguese-speaking children taught by a phonic method.
Author(s): 
Rego, Lucia Lins Browne
Journal: 
International Journal of Behavioral Development
Publication Year: 
1997
Submission Date:
January 20, 2017
Abstract: 
Investigated the connection between syntactic awareness and reading acquisition in a group of 48 Brazilian children (mean age 5.7 yrs) who were taught to read by a phonic method. The children were given syntactic awareness and phonological awareness tasks before they began to read and were evaluated in contextual facilitation, decoding skills, and reading comprehension during their 1st yr of reading instruction. Results suggest that although the connection between syntactic awareness and contextual facilitation is an essential one, the link between syntactic awareness and the development of decoding skills is sensitive to how often children are encouraged to use contextual strategies in learning to read. Children learning a regular orthography through explicit teaching of letter-sound correspondences can make considerable progress in decoding which is not dependent on syntactic awareness. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Topic: 
Foundational reading sub-skills
DOI: 
http://dx.doi.org/10.1080/016502597385379 
Methodology: 
Quantitative
Sub-Methodology (quantitative): 
Non-Intervention
Location of Study: 
South America
Brazil
Document Language: 
English
Type of Document: 
Journal Article

Citation:

  • Browne Rego, L. L. (1997). The connection between syntactic awareness and reading: Evidence from Portuguese-speaking children taught by a phonic method.. International Journal of Behavioral Development, 20(2), 349-365. http://dx.doi.org/10.1080/016502597385379