Aspects of pronominal resolution as markers of reading comprehension: the role of antecedent variability

Aspects of pronominal resolution as markers of reading comprehension: the role of antecedent... This study explored pronominal resolution as a measure of reading comprehension beyond single sentences. Specifically, it was hypothesized that the ability to specify the referents of pronouns like this and these that have variable antecedents would be a good probe of the quality of the reader’s mental model. This idea was tested in a study of 123 French eight-year-olds. After controlling for word decoding, vocabulary and syntactic knowledge, various aspects of pronominal comprehension were found to contribute independent variance to reading comprehension: (1) pronominal knowledge as measured in a pronoun selection task, (2) referent specification of pronouns that refer to protagonists. In addition, (3) referent specification of pronouns (French y and en) with variable antecedents added further independent variance. The results support the idea that the ability to specify referents accounts for unique variance in reading comprehension and may tap the quality of the reader’s mental model of preceding text. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Aspects of pronominal resolution as markers of reading comprehension: the role of antecedent variability

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Publisher
Springer Netherlands
Copyright
Copyright © 2016 by Springer Science+Business Media Dordrecht
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-016-9702-4
Publisher site
See Article on Publisher Site

Abstract

This study explored pronominal resolution as a measure of reading comprehension beyond single sentences. Specifically, it was hypothesized that the ability to specify the referents of pronouns like this and these that have variable antecedents would be a good probe of the quality of the reader’s mental model. This idea was tested in a study of 123 French eight-year-olds. After controlling for word decoding, vocabulary and syntactic knowledge, various aspects of pronominal comprehension were found to contribute independent variance to reading comprehension: (1) pronominal knowledge as measured in a pronoun selection task, (2) referent specification of pronouns that refer to protagonists. In addition, (3) referent specification of pronouns (French y and en) with variable antecedents added further independent variance. The results support the idea that the ability to specify referents accounts for unique variance in reading comprehension and may tap the quality of the reader’s mental model of preceding text.

Journal

Reading and WritingSpringer Journals

Published: Nov 10, 2016

References

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