From grammar to reading: a study on referential dependencies

In this article, we present a study that investigated relations between grammar teaching and reading in Portuguese as mother tongue. The study, in which 91 students have participated, aimed at (i) pre-assessing students’ ability to comprehend referential dependencies in reading at different stages (...

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Autor principal:	Joana Batalha
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2019
Materias:	language awareness explicit knowledge of language reading comprehension referential dependencies pronouns Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/96dcb045df32462f978eed57205884d5
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id	oai:doaj.org-article:96dcb045df32462f978eed57205884d5
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spelling	oai:doaj.org-article:96dcb045df32462f978eed57205884d52021-11-25T13:19:55ZFrom grammar to reading: a study on referential dependencies10.5565/rev/jtl3.8112013-6196https://doaj.org/article/96dcb045df32462f978eed57205884d52019-07-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/811https://doaj.org/toc/2013-6196In this article, we present a study that investigated relations between grammar teaching and reading in Portuguese as mother tongue. The study, in which 91 students have participated, aimed at (i) pre-assessing students’ ability to comprehend referential dependencies in reading at different stages (grade 4, 9-10 years old; grade 6, 11-12 years old; and grade 8, 12‑13 years old), (ii) proposing a teaching intervention to develop language awareness about referential dependencies and, more specifically, to develop strategies to identify antecedents of pronouns (grade 4) and (iii) assessing the effects of the teaching intervention (grade 4). The study was based on a quasi‑experimental methodology, with pre and posttests and a teaching intervention developed in the classroom, based on discovery-learning methods. Results of the study, which show positive effects of the teaching intervention, reinforce the benefits of grammar teaching as language awareness development. The study also offers a contribution towards the discussion of the role of grammar teaching to the development of late acquired structures, such as particular types of referential dependencies.Joana BatalhaUniversitat Autònoma de Barcelonaarticlelanguage awarenessexplicit knowledge of languagereading comprehensionreferential dependenciespronounsSpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 12, Iss 2 (2019)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	language awareness explicit knowledge of language reading comprehension referential dependencies pronouns Special aspects of education LC8-6691 Language and Literature P
spellingShingle	language awareness explicit knowledge of language reading comprehension referential dependencies pronouns Special aspects of education LC8-6691 Language and Literature P Joana Batalha From grammar to reading: a study on referential dependencies
description	In this article, we present a study that investigated relations between grammar teaching and reading in Portuguese as mother tongue. The study, in which 91 students have participated, aimed at (i) pre-assessing students’ ability to comprehend referential dependencies in reading at different stages (grade 4, 9-10 years old; grade 6, 11-12 years old; and grade 8, 12‑13 years old), (ii) proposing a teaching intervention to develop language awareness about referential dependencies and, more specifically, to develop strategies to identify antecedents of pronouns (grade 4) and (iii) assessing the effects of the teaching intervention (grade 4). The study was based on a quasi‑experimental methodology, with pre and posttests and a teaching intervention developed in the classroom, based on discovery-learning methods. Results of the study, which show positive effects of the teaching intervention, reinforce the benefits of grammar teaching as language awareness development. The study also offers a contribution towards the discussion of the role of grammar teaching to the development of late acquired structures, such as particular types of referential dependencies.
format	article
author	Joana Batalha
author_facet	Joana Batalha
author_sort	Joana Batalha
title	From grammar to reading: a study on referential dependencies
title_short	From grammar to reading: a study on referential dependencies
title_full	From grammar to reading: a study on referential dependencies
title_fullStr	From grammar to reading: a study on referential dependencies
title_full_unstemmed	From grammar to reading: a study on referential dependencies
title_sort	from grammar to reading: a study on referential dependencies
publisher	Universitat Autònoma de Barcelona
publishDate	2019
url	https://doaj.org/article/96dcb045df32462f978eed57205884d5
work_keys_str_mv	AT joanabatalha fromgrammartoreadingastudyonreferentialdependencies
_version_	1718413512388116480

From grammar to reading: a study on referential dependencies

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