Comprehension of narratives, non-fiction, and complex syntax as predictors of science achievement

Karasinski, Courtney

doi:10.1080/2050571x.2016.1187465

Cited by 2 publications

(2 citation statements)

References 29 publications

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“…The benefits of optimizing such instruction might be especially important for academic success. Indeed, Karasinski (2016) demonstrated that skill in evaluating syntax was uniquely related to understanding science texts, beyond other aspects of language skills. Similarly, instruction in syntax combined with that in scaffolding text structure was connected to improved understanding of academic texts (Reynolds, 2021).…”

Section: A Causal Connection For Syntactic Skills In the Development Of Reading Comprehension?mentioning

confidence: 99%

Informing the Science of Reading: Students’ Awareness of Sentence‐Level Information Is Important for Reading Comprehension

MacKay¹,

Lynch²,

Duncan³

et al. 2021

Reading Research Quarterly

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The reading wars were fought over the importance of sentence‐ versus word‐level information to students’ reading. As the field considers new debates on the science of reading, we argue here that sustained empirical inquiry into the role of sentence‐level information in students’ reading skill is needed. These investigations could be particularly useful in identifying ways to support reading comprehension. In this article, we review theories pointing to this possibility, as well as key pieces of available empirical evidence. We also identify crucial gaps in knowledge, as the field must assess the mechanisms by which this relation functions, which will inform instruction, and potential changes in this relation across development and across aspects of this skill. Advancement in each of these areas will lead to a comprehensive understanding of the relation between sentence‐level skills and reading comprehension, which can inform effective instruction in the classroom.

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Section: A Causal Connection For Syntactic Skills In the Development Of Reading Comprehension?mentioning

confidence: 99%

Informing the Science of Reading: Students’ Awareness of Sentence‐Level Information Is Important for Reading Comprehension

MacKay¹,

Lynch²,

Duncan³

et al. 2021

Reading Research Quarterly

View full text Add to dashboard Cite

show abstract

“…In fact, causeeffect passages appear more challenging for this population than other types of expository text, such as comparecontrast text. Individual differences in science achievement in eighth grade are associated with differences in use of complex syntax in written language (Karasinski, 2016). English Language Learners in 1 st -6 th grade exhibit a pattern in which gains in English support gains in science content learning (Stoddart, Pinal, Latzke, & Canaday, 2002& Canaday, 2002.…”

Section: Language and Science Learningmentioning

confidence: 99%

Language intervention for causal adverbial production and science content learning

Curran¹

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Comprehension of narratives, non-fiction, and complex syntax as predictors of science achievement

Cited by 2 publications

References 29 publications

Informing the Science of Reading: Students’ Awareness of Sentence‐Level Information Is Important for Reading Comprehension

Informing the Science of Reading: Students’ Awareness of Sentence‐Level Information Is Important for Reading Comprehension

Language intervention for causal adverbial production and science content learning

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