Abstract
ABSTRACTGroups of good and poor readers at second-grade level were tested for comprehension of adjectival constructions of the John is eager/easy to please types and of center-embedded relative clause constructions. The poor readers were inferior to good readers in understanding O-type adjectives (easy) but not S-type (eager). As well, they were poorer at comprehending embedded sentences, but only when the sentences described improbable events, ones which reversed the normal subject/object roles. When either noun could, on pragmatic grounds, assume either role, both groups fared equally well. The results are interpreted as casting doubt on recent assertions that deficient use of a phonetic memory code underlies the syntactic inferiority often seen in poor readers. A more pervasive linguistic immaturity is suggested as being involved.
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