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Volume 16, Issue 2 (Summer 2014)
Advances in Cognitive Sciences 2014, 16(2): 24-36 |
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Nabifar S. The Comparison Of Syntactic Awareness In Normal And Dyslexic Persian- Speaking Children. Advances in Cognitive Sciences 2014; 16 (2) :24-36
URL: http://icssjournal.ir/article-1-227-en.html
URL: http://icssjournal.ir/article-1-227-en.html
PhD in linguistics, Allameh Tabtabaee University, Tehran, Iran.
Abstract: (2487 Views)
Introduction: The comparison of verbal abilities in normal and dyslexic children is one of the most important issues in the interdisciplinary field of psycholinguistics. Evidence shows that dyslexic children not only have poor phonological processing, but also show compromised performance in complex syntactic processing tests as compared with normal children. This study aims to investigate and compare the syntactic awareness of normal and dyslexic Persian-speaking elementary school students.
Method: Subjects were 60 elementary school second and third graders (mean age of 8.6 years), including 40 normal and 20 dyslexic children, who were evaluated by syntactic awareness test which included two subtests i.e. grammaticality judgment test and a sentence correction test. Two types of syntactic structures were evaluated including simple sentences and complex sentences with relative clauses. The complex sentences were of subject-subject type. The children were assessed to recognize the grammatical category of subject-verb agreement based on “person”, “number” or both “person and number” in the sentences. Results were described and analyzed using the descriptive and inferential statistical methods.
Results: Our analysis revealed a lower performance in dyslexic children compared to normal subjects both in the whole test and in each subtest. Dyslexic children made more mistakes. Based on the independent t test, there was a significant difference between normal and dyslexic children with regard to their performance. On the other hand, third graders had better performance compared to second graders in both groups.
Conclusion: Current findings propose that further to phonological awareness, the syntactic ability of Persian-speaking dyslexic children needs to be improved.
Method: Subjects were 60 elementary school second and third graders (mean age of 8.6 years), including 40 normal and 20 dyslexic children, who were evaluated by syntactic awareness test which included two subtests i.e. grammaticality judgment test and a sentence correction test. Two types of syntactic structures were evaluated including simple sentences and complex sentences with relative clauses. The complex sentences were of subject-subject type. The children were assessed to recognize the grammatical category of subject-verb agreement based on “person”, “number” or both “person and number” in the sentences. Results were described and analyzed using the descriptive and inferential statistical methods.
Results: Our analysis revealed a lower performance in dyslexic children compared to normal subjects both in the whole test and in each subtest. Dyslexic children made more mistakes. Based on the independent t test, there was a significant difference between normal and dyslexic children with regard to their performance. On the other hand, third graders had better performance compared to second graders in both groups.
Conclusion: Current findings propose that further to phonological awareness, the syntactic ability of Persian-speaking dyslexic children needs to be improved.
Type of Study: Research |
Subject:
Special
Received: 2017/11/16 | Accepted: 2017/11/16 | Published: 2017/11/16
Received: 2017/11/16 | Accepted: 2017/11/16 | Published: 2017/11/16
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