EXPLORING SYNTACTIC STRUCTURES IN FIRST-LANGUAGE EDUCATION: EFFECTS ON LITERACY-RELATED ACHIEVEMENTS

dc.creator	REINOLD FUNKE
dc.creator	REGINA WIELAND
dc.creator	STEPHANIE SCHÖNENBERG
dc.creator	FLORIAN MELZER
dc.date	2013-02-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:21:47Z
dc.date.available	2015-07-20T22:21:47Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/b951f97503194f76ab70f359829c947b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20500
dc.description	A quasi-experimental study with 256 German sixth-grade students examined the effects of exploring syntactic structures on literacy-related achievements. The core feature of the instruction was that students had the opportunity to deal with syntactic structures directly, not mediated by analytic operations. Instruction covered six lessons targeting two types of syntactic contrasts (syntactic category contrasts, noun case contrasts). The results indicate that students profited from the instruction in their ability to use a marker of syntactic structure in written German, the capitalization of nouns. As to the ability to use the same marker to interpret text read, students of different achievement levels seem to have been differently affected. No effects were found for reading comprehension in general and spelling at the word level. The findings suggest that students’ recognition of syntactic categories was enhanced even in contexts other than those they were familiarized with in the instruction. However, it was not enhanced when they worked on a task that was completely new to them.
dc.language	English
dc.publisher	IAIMTE
dc.relation	http://l1.publication-archive.com/public?fn=enter&repository=1&article=1428
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 13, Pp 1-24 (2013)
dc.subject	Category ambiguity
dc.subject	Grammar instruction
dc.subject	Reading comprehension
dc.subject	Spelling Syntactic pro-cessing
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	EXPLORING SYNTACTIC STRUCTURES IN FIRST-LANGUAGE EDUCATION: EFFECTS ON LITERACY-RELATED ACHIEVEMENTS
dc.type	article