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• W84492981 abstract "This study examined the effect of sentence-combining and kernel-identification practice on the syntactic component of sixth graders' reading comprehension, as measured by a cloze instrument developed by the authors, and by two subtests from the norm -referenced Test of Reading Comprehension (TORC). The experimental group completed eight open sentence-combining exercises, seven kernel-identi- fication exercises, and eight cloze exercises over a 10-week period (two or three exercises per week). The comparison group completed eight cloze exercises during the same period. When covaried by Comprehen- sive Tests of Basic Skills Total Reading scores and by pretest scores on the cloze instrument, results on the immediate posttest administration of the cloze instrument were significantly (p < .001) in favor of the experimental group; results on a 6-week delayed administration of the cloze instrument approached but did not reach significance in favor of the experimental group (p < .07). There was no significant difference between experimental and comparison groups on the two TORC sub- tests. Since the readability of the cloze instrument was estimated at eighth grade level (due primarily to the use of longer and more complex T-units), it was inferred that sentence-combining and kernel -identifica- tion training enabled the experimental group to comprehend longer, syntactically more complex sentences and to exhibit a tendency toward retention of this ability over a 6- week period. Sentence-combining as an instructional technique involves combining two or more kernel sentences into a longer, more complex sentence containing such structures as adjective and adverbial modifiers, phrases, and dependent clauses. Theoretically, it has been proposed that sentence-combining exercises would improve both written composition and reading comprehension skills (Sternglass, 1980; Stotsky, 1975); however, most of the studies involving sentence-combining have examined the effects on written composition only. Sentence-combining has its roots in the generative-transformational theory of grammar as developed by Chomsky (1957). Two particular aspects of generative-transformational theory led to the initial research in sentence- combining: Chomsky's hypothesis of two levels of language, surface structure" @default.
• W84492981 created "2016-06-24" @default.
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• W84492981 date "1985-01-01" @default.
• W84492981 modified "2023-09-23" @default.
• W84492981 title "The Effect of Sentence-Combining and Kernel-Identification Training on the Syntactic Component of Reading Comprehension" @default.
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