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The relation between syntactic awareness and contextual facilitation in word reading: What is the role of semantics?
Author(s) -
Mimeau Catherine,
Laroche Annie,
Deacon S. Hélène
Publication year - 2019
Publication title -
journal of research in reading
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.077
H-Index - 51
eISSN - 1467-9817
pISSN - 0141-0423
DOI - 10.1111/1467-9817.12260
Subject(s) - facilitation , semantics (computer science) , reading (process) , context (archaeology) , task (project management) , psychology , word (group theory) , linguistics , cognitive psychology , computer science , paleontology , philosophy , management , neuroscience , economics , biology , programming language
Objective Our objective was to examine the role of semantics in the relation between syntactic awareness and contextual facilitation in word reading. Methods Grade 3 children ( N = 77) completed a syntactic awareness task in which we manipulated the possible reliance on semantic information. They also completed a task of word reading in isolation and in context from which we calculated a score of contextual facilitation. Results We found an association between children's performance in the syntactic awareness task and contextual facilitation in word reading. Importantly, however, we found an association only when children could rely on semantic information in the syntactic awareness task and not when the semantic information was limited. Conclusions These findings suggest that syntactic awareness acts together with semantics to foster the use of context in word reading, which has important implications for theories of reading development.