Type of Document	Thesis
Author	Guo, Ying
Author's Email Address	yg04@fsu.edu
URN	etd-11022006-185931
Title	The Relationship Among Vocabulary Knowledge, Syntactic Awareness And Reading Comprehension
Degree	Master of Science
Department	Educational Psychology and Learning Systems, Department of
Advisory Committee	Advisor Name Title Alysia D. Roehrig Committee Chair Akihito Kamata Committee Member Richard K. Wagner Committee Member Rihana S. Williams Smith Committee Member
Keywords	Reading Comprehension Syntactic Awareness Vocabulary
Date of Defense	2006-08-28
Availability	unrestricted
Abstract This study examined the relationship among vocabulary knowledge, syntactic awareness and reading comprehension in 155 English-speaking undergraduate and graduate students. Confirmatory factor analysis analyses show syntactic awareness is highly correlated with reading comprehension; there is strong positive correlation between vocabulary knowledge and syntactic awareness; the same high correlation holds for the relationship between syntactic awareness and reading comprehension. Structural equation modeling indicates that syntactic awareness not only directly affects reading comprehension, but also indirectly influences reading comprehension via vocabulary knowledge. However, neither syntactic awareness nor vocabulary knowledge accounts for unique variance in reading comprehension. Both of them have significant shared variance in predicting reading comprehension.
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