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dc.contributor.advisorWagovich, Stacy A.eng
dc.contributor.authorFranke, Christine T.eng
dc.date.issued2011eng
dc.date.submitted2011 Summereng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 21, 2012).eng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Stacy Wagovicheng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- communication science & disorders.eng
dc.description"July 2011"eng
dc.description.abstract[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The Modified Triangle Model of Reading (Bishop and Snowling, 2004) suggests that broader language skills, such as syntax, assist with reading, and possibly allow children with poor decoding skills to compensate for this weakness in decoding when reading. In the current study, relationships between decoding, reading comprehension and syntax in both strong and weak decoders were explored; syntactic skills of poor decoders and garden variety poor readers were compared; and miscues between different groups of readers were examined in terms of graphic similarity to the text and syntactic acceptability. Results showed that syntactic skills, decoding skills and reading comprehension scores were all significantly and positively correlated in the strong decoders, while only syntactic skills and reading comprehension scores were significantly and positively correlated in the weak decoders. Significant differences in composite syntax scores were found between garden variety poor readers and the poor decoders. Miscues of both the controls and the poor decoders had less graphic similarity to the text than did the other two groups, while only controls differed significantly from the other groups in terms of syntactic acceptability.eng
dc.format.extentxii, 135 pageseng
dc.identifier.oclc872562276eng
dc.identifier.urihttps://hdl.handle.net/10355/14277
dc.identifier.urihttps://doi.org/10.32469/10355/14277eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsAccess is limited to the campus of the University of Missouri--Columbia.eng
dc.subjectdyslexiaeng
dc.subjectsyntaxeng
dc.subjectreading comprehensioneng
dc.titleRelationships between decoding, reading comprehension and syntax in weak and strong decoderseng
dc.typeThesiseng
thesis.degree.disciplineCommunication science and disorders (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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