Correlation between receptive vocabulary skill, syntactic awareness, and word writing

Abstract

<jats:p>ABSTRACT Purpose: to verify the correlation between receptive vocabulary, syntactic awareness, and single-word orthographic writing tests. Methods: a total of 42 third graders from elementary public schools, of both genders, aged 8 to 9 years, participated in this study. To obtain the data, the vocabulary test through images, syntactic awareness test, word dictation test, and writing under dictation test were used. For normality distribution, the Kolmogorov-Smirnov test was used; in the relationship between the variables, the Spearman correlation test and the R2 value test were used (p-value ≤ 0.05). Results: there was a statistically significant difference, with a moderate positive correlation between receptive vocabulary, syntactic awareness, and word dictation (values near 0.40 to 0.50); moderate-to-high, between grammatical judgment, word dictation, and writing under dictation (values near 0.50 to 0.75); low-to-moderate, between word dictation and grammatical correction, grammatical and ungrammatical correction, and word categorization (values near 0.25 to 0.50); and moderate-to-high, between word dictation and writing under dictation (values near 0.50 to 0.75). Conclusion: a positive correlation was identified, ranging from low to high, pointing to the direct and favorable relationship between receptive vocabulary skills, syntactic awareness, and single-word writing.</jats:p>

Vocabulary performance of students with and without difficulties learning to read and write

“…Thus, the presence of new technologies in children's lives can cause language problems for the lack of a mediator acting on vocabulary acquisition, development, and expansion -in addition to word linkage, which is necessary to form sentences and develop dialogues 10,19 . Such an absence of communicative exchange reflects on a more limited vocabulary production, restricting the possibilities of structured communicative exchanges, which can negatively interfere with the children's process of learning to read and write 27 .…”

“…Studies indicate that children with vocabulary development deficits have unsatisfactory results in narrative composition tests because not being able to apply and structure the words in the sentences is a crucial factor in writing acquisition. The interrelationship between syntactic and morphological awareness and lexical level shows there may be difficulties organizing sentences in oral communication -which, as a consequence, are transferred to written language because they are successively developed 4,10,18,19 .…”

Desempenho em vocabulário receptivo e variáveis sociodemográficas em escolares com queixa de dificuldades de aprendizagem

“…Essa diferença nos achados pode estar relacionada ao fato que os escolares já se encontravam em fase posterior à aquisição e desenvolvimento da linguagem oral, pois o vocabulário receptivo é uma das primeiras habilidades a se desenvolver na criança (29,30) o que, de certa forma, já direciona o olhar para as dificuldades de aprendizagem daqueles com desempenho inferior, inclusive pela idade dos sujeitos avaliados.…”

The role of first language transfer in the acquisition of definiteness in specific and generic contexts by Saudi-Arabic learners of English

“…The results for vocabulary knowledge showed a significant relationship between Previous studies have investigated the relationship between vocabulary knowledge and syntactic features (David et al, 2009;Treffers-Daller & Rogers, 2014;Barbosa & Silva, 2020). The most recent of these by Barbosa and Silva (2020) investigated the correlation between receptive vocabulary knowledge and syntactic awareness and word writing with 42 third-grade elementary school students.…”

“…The results for vocabulary knowledge showed a significant relationship between Previous studies have investigated the relationship between vocabulary knowledge and syntactic features (David et al, 2009;Treffers-Daller & Rogers, 2014;Barbosa & Silva, 2020). The most recent of these by Barbosa and Silva (2020) investigated the correlation between receptive vocabulary knowledge and syntactic awareness and word writing with 42 third-grade elementary school students. The study consisted of four tasks: a grammatical judgement task focusing on morpheme errors and inverted order, a grammatical correction for which the participants judged the sentences with morpheme errors and inverted order, a grammatical correction of ungrammatical and non-semantic sentences for which the participants judged the ungrammatical conversations and provided correction, and word categorisation, for which the participants categorised words into nouns, verbs or adjectives.…”