Effects of a Syntax Intervention Programme on Oral Comprehension in Kindergarten
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Abstract
Considering that oral comprehension is a predictor of reading comprehension, the purpose of this study was to examine the relationship between knowledge of syntactic structures and oral comprehension, as well as to design pedagogical strategies to promote the comprehension of syntactic structures in five-year-old children in preschool settings. A quasi-experimental pre-post design with comparison between groups (control and experimental) was used. The sample was composed of 157 children from public schools. Measures of oral comprehension and sentence structure understanding were collected. The intervention program consisted of the analysis of sentence-level scenes through storybook reading. A scene is understood to be the miniature situation or event represented by the sentence. The verb or semantic predicate is the key factor in constructing the scene: it determines which participants are needed and allows for the appearance of other elements that complete the setting (circumstantial elements). A close and significant relationship was observed between the comprehension of syntactic structures and oral comprehension, as well as a significant effect of the program on both oral and syntactic structure comprehension. These findings suggest that the proper encoding of syntactic components in sentences, along with the mapping of their semantic elements, facilitates oral narrative comprehension. The study suggests that enhancing oral comprehension through intervention on syntactic structures could serve as a significant predictor of reading comprehension.
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