John Benjamins Publishing Company
Integrating cognitive and sociocultural aspects of reading in Turkish
Abstract
Reading comprehension is affected by both decoding-related and language-related factors. In Turkish, with decoding developing quickly, the impact of language-related factors appear earlier and affect reading comprehension strongly. These linguistic proficiencies are affected by socioeconomic status (SES). Reanalysis of data from 120 children in Grades 2,3 and 4, yielded a significant correlation between SES level and the reading comprehension level of a student. SES was a significant factor on all measures (e,g, decoding, comprehension, vocabulary). In regression analyses, listening comprehension was a strong predictor of reading comprehension. There was a marginal predictive effect of SES on listening comprehension (along with memory and speed of conceptual access). These results illustrate the integrated impact of cognitive and sociocultural variables on comprehension.
Abstract
Reading comprehension is affected by both decoding-related and language-related factors. In Turkish, with decoding developing quickly, the impact of language-related factors appear earlier and affect reading comprehension strongly. These linguistic proficiencies are affected by socioeconomic status (SES). Reanalysis of data from 120 children in Grades 2,3 and 4, yielded a significant correlation between SES level and the reading comprehension level of a student. SES was a significant factor on all measures (e,g, decoding, comprehension, vocabulary). In regression analyses, listening comprehension was a strong predictor of reading comprehension. There was a marginal predictive effect of SES on listening comprehension (along with memory and speed of conceptual access). These results illustrate the integrated impact of cognitive and sociocultural variables on comprehension.
Chapters in this book
- Prelim pages i
- Table of contents vii
- Introduction 1
-
Part I. Acquisition/processing of morphology, syntax and semantics
- Sensitivity of Turkish infants to vowel harmony 29
- Turkish children’s early vocabulary 57
- Acquisition of canonical and non-canonical word orders in L1 Turkish 79
- What does online parsing in Turkish-speaking children reveal about grammar? 99
- Acquisition of scope relations by Turkish-English bilingual children 119
-
Part II. Discourse
- Children’s referential choices in Turkish 153
- Learning to think, talk, and gesture about motion in language-specific ways 177
- Scene-setting and referent introduction in sign and spoken languages 193
-
Part III. Literacy development
- Integrating cognitive and sociocultural aspects of reading in Turkish 223
- Phonological awareness in reading acquisition 243
-
Part IV. Typical vs. Atypical development in monolingual and bilingual Turkish-speaking children
- Vocabulary and grammar acquisition in Turkish as assessed by the Turkish communicative development inventory 275
- Language impairment in Turkish-speaking children 295
- Language development in Turkish-speaking children with Autism Spectrum Disorders 325
- Verbal functional categories in the speech of a Turkish speaking child with autism 341
- L2 children do not fluctuate 361
- Second language exposure in the preschool 389
- Index 413
Chapters in this book
- Prelim pages i
- Table of contents vii
- Introduction 1
-
Part I. Acquisition/processing of morphology, syntax and semantics
- Sensitivity of Turkish infants to vowel harmony 29
- Turkish children’s early vocabulary 57
- Acquisition of canonical and non-canonical word orders in L1 Turkish 79
- What does online parsing in Turkish-speaking children reveal about grammar? 99
- Acquisition of scope relations by Turkish-English bilingual children 119
-
Part II. Discourse
- Children’s referential choices in Turkish 153
- Learning to think, talk, and gesture about motion in language-specific ways 177
- Scene-setting and referent introduction in sign and spoken languages 193
-
Part III. Literacy development
- Integrating cognitive and sociocultural aspects of reading in Turkish 223
- Phonological awareness in reading acquisition 243
-
Part IV. Typical vs. Atypical development in monolingual and bilingual Turkish-speaking children
- Vocabulary and grammar acquisition in Turkish as assessed by the Turkish communicative development inventory 275
- Language impairment in Turkish-speaking children 295
- Language development in Turkish-speaking children with Autism Spectrum Disorders 325
- Verbal functional categories in the speech of a Turkish speaking child with autism 341
- L2 children do not fluctuate 361
- Second language exposure in the preschool 389
- Index 413
