The relationship between grammatical knowledge and reading comprehension: A meta-analysis

Zheng, Haoyuan; Miao, Xuecong; Dong, Yang; Yuan, Daniel-Chongbo

doi:10.3389/fpsyg.2023.1098568

Cited by 6 publications

(1 citation statement)

References 98 publications

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“…As Wang (2010, p. 80) puts it, "without grammar, language, communicative knowledge and competence are just 'castles in the air'". Similarly, grammar is said to be linked to different linguistic aspects: contextual word guessing (Ranjbar, 2012), critical thinking skills (Ünaldi & Yüce, 2021), reading skills and comprehension (Zheng et al, 2023), and writing ability (Marjokorpi, 2023), among others. Hence, it could be concluded that grammar competence seems to be the key to improve one's general proficiency level in the target language (Wang, 2010).…”

Section: Introductionmentioning

confidence: 99%

EFL Grammar Teaching Applying the Just-in-Time Teaching Methodology: An Exploratory Study

Gesa,

Frigolé,

Suárez

2023

Language Teaching Research Quarterly

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Most students and practitioners commonly see grammar teaching and learning as both tedious and unattractive experiences. In this sense, more innovative ways of presenting foreign language grammar are needed. One such novel approach is Just-in-Time Teaching (JiTT), which has proven to be beneficial in a wide array of disciplines, including language learning. The present exploratory study aims to examine how JiTT contributes to success rates in English grammar learning at two proficiency levels, and to analyse how participants perceive this methodological approach. Sixty-four English as a foreign language students, divided into beginners and intermediate learners, were exposed to five JiTT grammar lessons throughout an academic semester. Participants’ answers on JiTT quizzes and satisfaction questionnaires were recorded and compared to their performance on a final exam based on the same five grammar points presented through JiTT. Statistical analyses revealed that JiTT had little impact on learners’ success rates in grammar learning, although a higher impact was observed in intermediate learners, in comparison to beginners. However, both groups of participants showed positive attitudes towards the intervention. Results are discussed in the light of how teaching English grammar through JiTT contributes to success rates. The potential of JiTT as a good methodology to be used in foreign language teaching is also addressed.

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Section: Introductionmentioning

confidence: 99%

EFL Grammar Teaching Applying the Just-in-Time Teaching Methodology: An Exploratory Study

Gesa,

Frigolé,

Suárez

2023

Language Teaching Research Quarterly

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Grammatical understanding predicts reading comprehension in secondary-level students: insights from a Finnish national survey

Marjokorpi,

van Rijt

2024

Language and Education

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Sport Participation for Academic Success: Evidence From the Longitudinal Study of Australian Children

Owen,

Foley,

Smith

et al. 2023

Journal of Physical Activity and Health

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Background: We aimed to identify long-term patterns of sport participation (overall, team, and individual sport) from childhood into adolescence, and to examine the association between these patterns and academic outcomes. Methods: This cohort study used data from the Longitudinal Study of Australian Children in wave 3 (4–5 y) to wave 9 (20–21 y). The participants were a nationally representative sample of 4241 children. We conducted latent class analyses to identify sport participation trajectories and assessed the association between these trajectories and academic outcomes. Results: Continued sport participation was associated with lower odds of being absent from school (OR = 0.44; 95% confidence intervals [CIs], 0.26 to 0.74), better performance on attention (B = −0.010; 95% CIs, −0.019 to −0.002) and working memory (B = −0.013; 95% CIs, −0.023 to −0.003), higher numeracy (B = 20.21; 95% CIs, 14.56 to 25.86) and literacy scores (B = 9.42; 95% CIs, 2.82 to 16.02), higher end of school academic performance (B = 3.28; 95% CIs, 1.47 to 5.09), and higher odds of studying at university (OR = 1.78; 95% CIs, 1.32 to 2.40). Team sport participation was associated with reduced absenteeism, better performance on attention and working memory, and being awarded the Higher School Certificate. Whereas individual sport participation was associated with higher literacy scores and end of school academic performance. Conclusions: Team and individual sport participation both benefit academic outcomes, but differently. Given the decline in sport participation during adolescence, these findings highlight the need to develop educational policies to establish an environment that promotes sport participation, which in turn could improve academic outcomes.

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The relationship between grammatical knowledge and reading comprehension: A meta-analysis

Cited by 6 publications

References 98 publications

EFL Grammar Teaching Applying the Just-in-Time Teaching Methodology: An Exploratory Study

EFL Grammar Teaching Applying the Just-in-Time Teaching Methodology: An Exploratory Study

Grammatical understanding predicts reading comprehension in secondary-level students: insights from a Finnish national survey

Sport Participation for Academic Success: Evidence From the Longitudinal Study of Australian Children

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