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dc.contributor.authorHawthorne, Rebecca
dc.date2015-05-01
dc.date.accessioned2016-02-19T15:38:17Z
dc.date.available2016-02-19T15:38:17Z
dc.identifier.urihttps://repository.tcu.edu/handle/116099117/10341
dc.description.abstract            The purpose of this study was to conduct an integrative review of the current literature to identify studies that examined the effects of syntactic treatment on students’ reading comprehension and writing composition skills. The primary investigator conducted an electronic search of articles in ERIC, PsycINFO, ComDisDome, and JSTOR databases with no date restrictions. Variations of the following keywords were used: syntactic awareness, intervention, instruction, grammar, writing, reading, and sentence combining. The search revealed 22 articles. Following full text reading, four articles that met the inclusionary criteria were included. To analyze the data, studies were coded for the following categories: number of participants, age of participants, assessments, interventionist training, treatment setting, length of treatment, intervention procedures, and results of the treatment. The primary investigator compared the results of the four articles and identified similarities and differences using the pre-determined categories. Three of four articles found that a syntactic awareness treatment was effective on improving students’ reading comprehension and writing composition. Further research is encouraged to replicate the findings of studies that found significant treatment effects and investigate new syntactic awareness approaches.   
dc.subjectsyntactic awareness
dc.subjectintervention
dc.titleSyntax Intervention: An Integrative Reviewen_US
etd.degree.departmentCommunication Sciences and Disorders


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