The influence of syntactic knowledge on reading comprehension varies as a function of oral vocabulary in Spanish‐speaking children

• Published in: Journal of research in reading 2021-08, Vol.44 (3), p.695-714
• Main Authors: Rodríguez‐Ortiz, Isabel R., Moreno‐Pérez, Francisco J., Simpson, Ian C., Valdés‐Coronel, Marta, Saldaña, David
• Format: Article
• Language: English
• Subjects: Correlation; Decoding; Decoding (Reading); Elementary School Students; Grade 4; Intervention; Language Tests; Metalinguistics; morphological awareness; Morphological processing; Morphology; Morphology (Languages); Morphosyntax; Nonverbal Ability; Oral Language; Reading Comprehension; Reading Instruction; Scores; Spanish language; Spanish Speaking; Spoken language; Standardized Tests; Syntax; Teaching Methods; vocabulary; Vocabulary Development; word reading
• ISSN: 0141-0423; 1467-9817
• DOI: 10.1111/1467-9817.12363

Background Reading comprehension is a complex process influenced by many factors. However, the abilities that are known to influence reading comprehension may not contribute equally for children with different levels of oral language. Aims Here we examined the relationship of two factors known to influence reading comprehension (morphology and syntax) in a group of children who varied in their levels of oral vocabulary. Method Two hundred seventy‐three typically developing Spanish‐speaking fourth graders were assessed on non‐verbal intelligence, word and pseudoword reading, oral vocabulary, morphological awareness and syntax, along with reading comprehension ability. Standardised oral language scores within this group ranged from the first to the 99th percentile. Mediated multiple regression with moderation was used to assess (1) whether the influence of oral vocabulary on reading comprehension was mediated by decoding, morphology or syntax and (2) whether the effects of syntax on reading comprehension varied as a function of oral vocabulary levels. Results There was a direct positive relationship between vocabulary and reading comprehension, and this was mediated by word reading and syntax, but not by pseudoword reading or morphology. Furthermore, the relation between syntax and reading comprehension was moderated by oral vocabulary such that the strength of this relationship diminished as oral vocabulary levels increased. Conclusions These findings suggest that longitudinal research is necessary to explore the possibility that a syntax intervention might be beneficial for readers with low oral vocabulary.