Liam Kelly
The Interaction of Syntactic Competence and Vocabulary During Reading by Deaf Students
Gallaudet University
research studied whether deaf students component reading processes may interact competitive manner vocabulary syntax two processes known directly adversely affect comprehension many deaf readers studied determine may influence affecting contribution one makes separately reading comprehension multiple regression analyses conducted predictor variables included measures vocabulary syntactic competence well variable summarizing interaction vocabulary syntax criterion variable composite comprehension performance cloze procedure traditional reading test results crossvalidated separate regressions data samples three populations profoundly deaf readers 100 adolescents oral school programs 113 adolescents total communication programs 211 students entering postsecondary institution used total communication regression vocabulary syntax interaction variable emerged critical three predictors analyses interaction revealed among subjects highest quartile syntactic competence correlation vocabulary competence reading significantly greater lower three syntax quartiles contrast relationship syntax comprehension remained stable across four quartiles vocabulary competence suggests unless deaf readers achieved reasonable level syntactic competence may difficult capitalize fully vocabulary knowledge finding limitations one reading process interfere application another consistent theory capacity constrained comprehension p carpenter 1992 syntax exert direct indirect influence comprehensions important focus instructional programs