An investigation of the relationships between semantics, syntax, reading comprehension and literature achievement

St. Croix, Jacqueline Augusta (1979) An investigation of the relationships between semantics, syntax, reading comprehension and literature achievement. Masters thesis, Memorial University of Newfoundland.

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    Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
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Abstract

The major purpose of this study was to determine the strength of the relationships between semantics, syntax, reading comprehension and literature achievement at the Junior High School level. The differences between grade eight students' and grade nine students' performances as well as the differences between male students' and female students' performances on the above measures were examined. In addition, the relationship between the age of the subjects and their performances on semantics, syntax, reading comprehension and literature achievement was also studied. -- The sample consisted of a total of 256 grade eight and grade nine students from an urban Junior High School. Their knowledge of semantics was determined by their score on the Word Knowledge Test designed by the International Association for the Evaluation of Educational Achievement (IEA). Their knowledge of syntax was determined by their score on the English Language Structure Test (ELST) designed by Shackford. Their reading comprehension was determined by their score on the Reading Comprehension Test (IEA). Their achievement in literature was determined by their score on the Literature Test (IEA). -- It was found that significant relationships existed between semantics, syntax, reading comprehension and literature achievement. However, all correlations were moderate or low with the exception of the correlation between reading comprehension and literature achievement. Although all correlations were statistically significant, they set no strong trends in educational terms. -- There were no significant differences between grade eight students' and grade nine students' performances on the semantics or reading comprehension variables. Grade eight students scored significantly higher than grade nine students on the syntax variable and grade nine students scored significantly higher than grade eight students on literature achievement. There were no significant differences found between male and female students' performances on semantics or reading comprehension. Female students scored significantly higher than male students on syntax and literature achievement. Age correlated negatively with semantics, syntax and literature achievement. However, there was no significant relationship between the age of the subjects and their performance on reading comprehension.

Item Type: Thesis (Masters)
URI: http://research.library.mun.ca/id/eprint/7608
Item ID: 7608
Additional Information: Bibliography: leaves 84-88.
Department(s): Education, Faculty of
Date: 1979
Date Type: Submission
Library of Congress Subject Heading: Reading comprehension; Language arts

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