Remembering sentences is not all about memory: Convergent and discriminant validity of syntactic knowledge and its relationship with reading comprehension

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Standard

Remembering sentences is not all about memory : Convergent and discriminant validity of syntactic knowledge and its relationship with reading comprehension. / Poulsen, Mads; Nielsen, Jessie Leigh; Christensen, Rikke Vang.

I: Journal of Child Language, Bind 49, Nr. 2, 2022, s. 349-356.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Poulsen, M, Nielsen, JL & Christensen, RV 2022, 'Remembering sentences is not all about memory: Convergent and discriminant validity of syntactic knowledge and its relationship with reading comprehension', Journal of Child Language, bind 49, nr. 2, s. 349-356. https://doi.org/10.1017/S0305000921000210

APA

Poulsen, M., Nielsen, J. L., & Christensen, R. V. (2022). Remembering sentences is not all about memory: Convergent and discriminant validity of syntactic knowledge and its relationship with reading comprehension. Journal of Child Language, 49(2), 349-356. https://doi.org/10.1017/S0305000921000210

Vancouver

Poulsen M, Nielsen JL, Christensen RV. Remembering sentences is not all about memory: Convergent and discriminant validity of syntactic knowledge and its relationship with reading comprehension. Journal of Child Language. 2022;49(2):349-356. https://doi.org/10.1017/S0305000921000210

Author

Poulsen, Mads ; Nielsen, Jessie Leigh ; Christensen, Rikke Vang. / Remembering sentences is not all about memory : Convergent and discriminant validity of syntactic knowledge and its relationship with reading comprehension. I: Journal of Child Language. 2022 ; Bind 49, Nr. 2. s. 349-356.

Bibtex

@article{bb6f07a4d7634233973af23aa7df9c85,
title = "Remembering sentences is not all about memory: Convergent and discriminant validity of syntactic knowledge and its relationship with reading comprehension",
abstract = "Recent studies have found correlations between sentence-level tests and reading comprehension. However, the task demands of sentence-level tests are not well understood. The present study investigated syntactic knowledge as a construct by examining the convergent and discriminant validity of two sentence-level tasks, sentence comprehension and sentence repetition, designed to test syntactic knowledge and their relation with reading comprehension. Results from 86 Grade 6 students showed that the syntax tests were more highly correlated with each other than with tests of working memory and vocabulary. This suggests that the syntax measures tap into a set of skills that are at least partially separate from these other cognitive constructs. Furthermore, syntactic knowledge explained unique variance in reading comprehension beyond controls. The syntax tasks were working memory dependent, but working memory was not the primary reason why syntax tasks are correlated with reading comprehension.",
author = "Mads Poulsen and Nielsen, {Jessie Leigh} and Christensen, {Rikke Vang}",
year = "2022",
doi = "10.1017/S0305000921000210",
language = "English",
volume = "49",
pages = "349--356",
journal = "Journal of Child Language",
issn = "0305-0009",
publisher = "Cambridge University Press",
number = "2",

}

RIS

TY - JOUR

T1 - Remembering sentences is not all about memory

T2 - Convergent and discriminant validity of syntactic knowledge and its relationship with reading comprehension

AU - Poulsen, Mads

AU - Nielsen, Jessie Leigh

AU - Christensen, Rikke Vang

PY - 2022

Y1 - 2022

N2 - Recent studies have found correlations between sentence-level tests and reading comprehension. However, the task demands of sentence-level tests are not well understood. The present study investigated syntactic knowledge as a construct by examining the convergent and discriminant validity of two sentence-level tasks, sentence comprehension and sentence repetition, designed to test syntactic knowledge and their relation with reading comprehension. Results from 86 Grade 6 students showed that the syntax tests were more highly correlated with each other than with tests of working memory and vocabulary. This suggests that the syntax measures tap into a set of skills that are at least partially separate from these other cognitive constructs. Furthermore, syntactic knowledge explained unique variance in reading comprehension beyond controls. The syntax tasks were working memory dependent, but working memory was not the primary reason why syntax tasks are correlated with reading comprehension.

AB - Recent studies have found correlations between sentence-level tests and reading comprehension. However, the task demands of sentence-level tests are not well understood. The present study investigated syntactic knowledge as a construct by examining the convergent and discriminant validity of two sentence-level tasks, sentence comprehension and sentence repetition, designed to test syntactic knowledge and their relation with reading comprehension. Results from 86 Grade 6 students showed that the syntax tests were more highly correlated with each other than with tests of working memory and vocabulary. This suggests that the syntax measures tap into a set of skills that are at least partially separate from these other cognitive constructs. Furthermore, syntactic knowledge explained unique variance in reading comprehension beyond controls. The syntax tasks were working memory dependent, but working memory was not the primary reason why syntax tasks are correlated with reading comprehension.

U2 - 10.1017/S0305000921000210

DO - 10.1017/S0305000921000210

M3 - Journal article

C2 - 33785087

VL - 49

SP - 349

EP - 356

JO - Journal of Child Language

JF - Journal of Child Language

SN - 0305-0009

IS - 2

ER -

ID: 259160569