Role In Reading Comprehension Research Articles

Syntactic processing of auditory and visual sentences in a learning‐disabled child: Relation to short‐term memory

The nature of a short‐term memory deficit and its relation to syntactic processing were investigated in a learning‐disabled child. The child showed reduced short‐term memory span for both auditorily and visually presented lists. The short‐term memory deficit was attributed to a disruption of phonological storage on the basis of several lines of evidence: No phonological similarity effect was obtained for visual presentation, the recency effect was absent for auditory presentation, and memory was normal for item information but poor for order information. On several syntactic tests, the child showed normal performance for visual presentation but impaired performance for auditory presentation. The deficit for auditory presentation was most obvious for syntactically complex sentences. The child's normal performance for visual presentation suggests that phonological short‐term memory does not play a critical role in reading comprehension. For auditory presentation, we hypothesize that phonological short‐term ...

Reading Comprehension as Predictor of Growth in Syntactic Maturity and Writing Quality in the First Two and One-Half Years of Undergraduate Study

A previous study at Miami University indicated that sentence-combining practice in the freshman English class for a semester ( N = 290) results in improvement in syntactic maturity and writing effectiveness but not in reading comprehension. The present reanalysis of the same data investigated the role of reading comprehension (measured by the Sequential Test of Educational Progress) as a predictor of growth in writing skills (measured by syntactic and qualitative criteria). The results showed no consistent multivariate relationships between reading and writing.