Abstract
INVESTIGATED THE EFFECTS of syntactic and/or, semantic violations on the oral reading performance of second and fourth graders. Repeated measured analysis of variance for oral reading response time identified grade placement, syntax, and semantics as significant factors. Similar analysis for total sentence accuracy produced the same results. Subsequent comparisons of individual means, using the Newman-Keuls method, indicated significant changes in both criterion measures for syntactic violations, semantic violations, and combined syntactic and semantic violations, p<.01. Syntactically violated sentences did not differ significantly from sentences violated both syntactically and semantically; however, sentences violated semantically differed significantly from sentences violated both syntactically and semantically: p<.01 for oral reading response time; p<.05 for total sentence accuracy. The findings indicated that sentences violated syntactically were also violated semantically. Syntax appeared to have a greater effect than semantics on oral reading performance. Present and past data suggested that accurate assessments of syntactic and semantic constraints on oral reading performance require the development of semantic taxonomies comparable in sophistication to those developed for syntax.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call