Who did what to whom? The relationship between syntactic aspects of sentence comprehension and text comprehension

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Standard

Who did what to whom? The relationship between syntactic aspects of sentence comprehension and text comprehension. / Poulsen, Mads; Gravgaard, Amalie K. D.

I: Scientific Studies of Reading, Bind 20, Nr. 4, 2016, s. 325-338.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Poulsen, M & Gravgaard, AKD 2016, 'Who did what to whom? The relationship between syntactic aspects of sentence comprehension and text comprehension', Scientific Studies of Reading, bind 20, nr. 4, s. 325-338. https://doi.org/10.1080/10888438.2016.1180695

APA

Poulsen, M., & Gravgaard, A. K. D. (2016). Who did what to whom? The relationship between syntactic aspects of sentence comprehension and text comprehension. Scientific Studies of Reading, 20(4), 325-338. https://doi.org/10.1080/10888438.2016.1180695

Vancouver

Poulsen M, Gravgaard AKD. Who did what to whom? The relationship between syntactic aspects of sentence comprehension and text comprehension. Scientific Studies of Reading. 2016;20(4):325-338. https://doi.org/10.1080/10888438.2016.1180695

Author

Poulsen, Mads ; Gravgaard, Amalie K. D. / Who did what to whom? The relationship between syntactic aspects of sentence comprehension and text comprehension. I: Scientific Studies of Reading. 2016 ; Bind 20, Nr. 4. s. 325-338.

Bibtex

@article{94f3befac34940f9a2d3ef6a48453a78,
title = "Who did what to whom?: The relationship between syntactic aspects of sentence comprehension and text comprehension",
abstract = "This study investigated the relationship between syntactic comprehension at the sentence level and text-level comprehension. The study isolated the specific contribution of syntax by asking whether sentence comprehension efficiency of difficult syntactic constructions explained variance in text comprehension after controlling for sentence comprehension efficiency of basic constructions with similar semantic complexity. Seventy-three Grade 5 students completed assessments of text comprehension; basic and difficult written sentence comprehension efficiency; and control measures of decoding fluency, vocabulary, and verbal memory. Efficiency measures were used to assess individual differences in basic sentence comprehension with accuracy near ceiling. Difficult sentence comprehension efficiency explained 6% unique variance in text comprehension after controlling for basic sentence comprehension efficiency and other controls. Thus, the results show that individual differences in the ability to establish sentence meaning from syntactic information are related to text comprehension.",
author = "Mads Poulsen and Gravgaard, {Amalie K. D.}",
year = "2016",
doi = "10.1080/10888438.2016.1180695",
language = "English",
volume = "20",
pages = "325--338",
journal = "Scientific Studies of Reading",
issn = "1088-8438",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - Who did what to whom?

T2 - The relationship between syntactic aspects of sentence comprehension and text comprehension

AU - Poulsen, Mads

AU - Gravgaard, Amalie K. D.

PY - 2016

Y1 - 2016

N2 - This study investigated the relationship between syntactic comprehension at the sentence level and text-level comprehension. The study isolated the specific contribution of syntax by asking whether sentence comprehension efficiency of difficult syntactic constructions explained variance in text comprehension after controlling for sentence comprehension efficiency of basic constructions with similar semantic complexity. Seventy-three Grade 5 students completed assessments of text comprehension; basic and difficult written sentence comprehension efficiency; and control measures of decoding fluency, vocabulary, and verbal memory. Efficiency measures were used to assess individual differences in basic sentence comprehension with accuracy near ceiling. Difficult sentence comprehension efficiency explained 6% unique variance in text comprehension after controlling for basic sentence comprehension efficiency and other controls. Thus, the results show that individual differences in the ability to establish sentence meaning from syntactic information are related to text comprehension.

AB - This study investigated the relationship between syntactic comprehension at the sentence level and text-level comprehension. The study isolated the specific contribution of syntax by asking whether sentence comprehension efficiency of difficult syntactic constructions explained variance in text comprehension after controlling for sentence comprehension efficiency of basic constructions with similar semantic complexity. Seventy-three Grade 5 students completed assessments of text comprehension; basic and difficult written sentence comprehension efficiency; and control measures of decoding fluency, vocabulary, and verbal memory. Efficiency measures were used to assess individual differences in basic sentence comprehension with accuracy near ceiling. Difficult sentence comprehension efficiency explained 6% unique variance in text comprehension after controlling for basic sentence comprehension efficiency and other controls. Thus, the results show that individual differences in the ability to establish sentence meaning from syntactic information are related to text comprehension.

U2 - 10.1080/10888438.2016.1180695

DO - 10.1080/10888438.2016.1180695

M3 - Journal article

VL - 20

SP - 325

EP - 338

JO - Scientific Studies of Reading

JF - Scientific Studies of Reading

SN - 1088-8438

IS - 4

ER -

ID: 160612316