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Guo, Y. (2006). The Relationship Among Vocabulary Knowledge, Syntactic Awareness and Reading Comprehension. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-3903
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.
A Thesis submitted to the Department ofeducational Psychology and Learning System in partial fulfillment of the requirements for the degree of Master of Science.
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.
Publisher
Florida State University
Identifier
FSU_migr_etd-3903
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Guo, Y. (2006). The Relationship Among Vocabulary Knowledge, Syntactic Awareness and Reading Comprehension. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-3903
