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<p>The current study examined the role of language skills in reading proficiency among 273 students in 2nd through 4th grades. Data from the Acadience Reading Diagnostic Comprehension, Fluency, and Oral Language validation study were used to examine the relationship between syntax, morphological awareness, vocabulary, and reading proficiency. A latent profile analysis was used to examine the performance profiles which were then used to examine differences in reading proficiency. Finally, we used a latent variable model to predict vocabulary with syntax and morphology. The three language variables predicted overall reading proficiency well (χ<sup>2</sup>(18) = 17.58, <i>p</i> = .48, RMSEA = .01 [90% CI: .000, .091], CFI = .99), but sentence repetition (a syntax variable) seemed to have a unique role among second-grade students. The interaction of syntax and morphological awareness predicted vocabulary (χ<sup>2</sup>(18) = 17.58, <i>p</i> = .48, RMSEA = .01 [90% CI: .000, .091], CFI = .99), with a high correlation of <i>r</i> = .80 between the two, but neither significantly predicted vocabulary on their own. Implications for practice and future research are discussed.</p>

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Language and reading: predicting reading proficiency with morphology, syntax, and vocabulary

  • 期刊论文

  • 发表日期：

    2026年6月15日

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  • Matthew K. Burns,
  • Kelly A. Powell-Smith,
  • Jacob S. Gray,
  • Lisa G. Goran

摘要

The current study examined the role of language skills in reading proficiency among 273 students in 2nd through 4th grades. Data from the Acadience Reading Diagnostic Comprehension, Fluency, and Oral Language validation study were used to examine the relationship between syntax, morphological awareness, vocabulary, and reading proficiency. A latent profile analysis was used to examine the performance profiles which were then used to examine differences in reading proficiency. Finally, we used a latent variable model to predict vocabulary with syntax and morphology. The three language variables predicted overall reading proficiency well (χ2(18) = 17.58, p = .48, RMSEA = .01 [90% CI: .000, .091], CFI = .99), but sentence repetition (a syntax variable) seemed to have a unique role among second-grade students. The interaction of syntax and morphological awareness predicted vocabulary (χ2(18) = 17.58, p = .48, RMSEA = .01 [90% CI: .000, .091], CFI = .99), with a high correlation of r = .80 between the two, but neither significantly predicted vocabulary on their own. Implications for practice and future research are discussed.