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Relationship Among Vocabulary Knowledge, Syntactic Awareness and Reading Comprehension

Title: The Relationship Among Vocabulary Knowledge, Syntactic Awareness and Reading Comprehension.
Name(s): Guo, Ying, author
Roehrig, Alysia D., professor directing thesis
Smith, Rihana S. Williams, committee member
Waguer, Richard K., committee member
Kamata, Akihito, committee member
Department of Educational Psychology and Learning Systems, degree granting department
Florida State University, degree granting institution
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2006
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: This study examined the relationship among vocabulary knowledge, syntactic awareness and reading comprehension in 155 English-speaking undergraduate and graduate students. Confirmatory factor analysis analyses show syntactic awareness is highly correlated with reading comprehension; there is strong positive correlation between vocabulary knowledge and syntactic awareness; the same high correlation holds for the relationship between syntactic awareness and reading comprehension. Structural equation modeling indicates that syntactic awareness not only directly affects reading comprehension, but also indirectly influences reading comprehension via vocabulary knowledge. However, neither syntactic awareness nor vocabulary knowledge accounts for unique variance in reading comprehension. Both of them have significant shared variance in predicting reading comprehension.
Identifier: FSU_migr_etd-3903 (IID)
Submitted Note: A Thesis submitted to the Department ofeducational Psychology and Learning System in partial fulfillment of the requirements for the degree of Master of Science.
Degree Awarded: Fall Semester, 2006.
Date of Defense: August 28, 2006.
Keywords: Reading Comprehension, Syntactic Awareness, Vocabulary
Bibliography Note: Includes bibliographical references.
Advisory Committee: Alysia D. Roehrig, Professor Directing Thesis; Rihana S. Williams Smith, Committee Member; Richard K. Waguer, Committee Member; Akihito Kamata, Committee Member.
Subject(s): Educational psychology
Persistent Link to This Record:
Owner Institution: FSU

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Guo, Y. (2006). The Relationship Among Vocabulary Knowledge, Syntactic Awareness and Reading Comprehension. Retrieved from