Reading and Writing

, Volume 25, Issue 6, pp 1385–1402

Exploring the syntactic skills of struggling adult readers

Authors

    • Department of Educational Psychology and Special EducationGeorgia State University
  • Daphne Greenberg
    • Department of Educational Psychology and Special EducationGeorgia State University
  • Jacqueline Laures-Gore
    • Department of Educational Psychology and Special EducationGeorgia State University
  • Justin C. Wise
    • Department of PsychologyOglethorpe University
Article

DOI: 10.1007/s11145-011-9324-9

Cite this article as:
Taylor, N.A., Greenberg, D., Laures-Gore, J. et al. Read Writ (2012) 25: 1385. doi:10.1007/s11145-011-9324-9

Abstract

This study investigated the syntactic ability of 82 struggling adult readers who recognize words between the third and fifth grade levels. Analysis of the adults’ performance on the TOLD-I:3 indicated that they were deficient on the syntactic task. Correlations found the struggling adult readers’ oral language skills, written language skills, and reading comprehension skills to be related. A regression analyses indicated that the adults’ syntactic knowledge did not individually predict reading comprehension, however their other oral language skills did. The findings of this study suggest that the adults performed similar to children who are either learning to read or considered poor readers. This study also contributes to the adult literacy field by providing exploratory information on an area (syntax and struggling adult readers) that is lacking.

Keywords

Syntactic ability Struggling adult readers Oral language

Copyright information

© Springer Science+Business Media B.V. 2011