Modelo Lenguaje Prejardín-2º
Sintaxis
Las habilidades de Sintaxis nos ayudan a entender cómo funcionan las oraciones: los significados detrás del orden de las palabras, la estructura y la puntuación. Al proporcionar apoyos para desarrollar habilidades de Sintaxis, podemos ayudar a los lectores a comprender textos cada vez más complejos.
Ideas Principales
El desarrollo sintáctico progresa a través de varias etapas, comenzando con una palabra (“feliz”); luego oraciones simples (“El perro está feliz.”); hasta formar y comprender oraciones complejas, como oraciones con cláusulas incrustadas (“El niño, que lamió una paleta, estaba feliz.”) y preguntas con palabras “qué”, “cuando”, o “cómo” (“¿Por qué estás feliz?”).
- Sintaxis expresiva es la sintaxis que un estudiante puede producir y usar.
- Sintaxis receptiva es la sintaxis que un estudiante puede entender.
Aprender más
En esta sección encontrarás microcredenciales ofrecidas por nuestro aliado Digital Promise. Ten en cuenta que están disponibles en inglés y fuera de nuestro sitio web.
- Lee la bibliografía anotada completa de la investigación de Digital Promise sobre la Sintaxis.
Referencias
Bishop, D.V.M. (2003). Test for reception of Grammar-2. London, UK: Pearson.
Boons, T., De Raeve, L., Langereis, M., Peeraer, L., Wouters, J., & Van Wieringen, A. (2013). Expressive vocabulary, morphology, syntax and narrative skills in profoundly deaf children after early cochlear implantation. Research in Developmental Disabilities, 34(6), 2008-2022.
Cain, K. (2007). Syntactic awareness and reading ability: Is there any evidence for a special relationship? Applied Psycholinguistics, 28(4), 679-694.
Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap. American Educator, 27(1), 4–9.
Holsgrove, J. V., & Garton, A. F. (2006). Phonological and syntactic processing and the role of working memory in reading comprehension among secondary school students. Australian Journal of Psychology, 58(2), 111-118.
Kit-Sum To, C., Stokes, S. F., Cheung, H.-T., & T’sou, B. (2010). Narrative assessment for Cantonese-speaking children. Journal of Speech, Language and Hearing Research, 53(3), 648–669.
Lonigan, C. J., & Shanahan, T. (2009). Developing early literacy: Report of the National Early Literacy Panel. Executive summary. A scientific synthesis of early literacy development and implications for intervention. Jessup, MD: National Institute for Literacy at Ed Pubs.
Manhardt, J., & Rescorla, L. (2002). Oral narrative skills of late talkers at ages 8 and 9. Applied Psycholinguistics, 23, 1–21.
Nation, K., Cocksey, J., Taylor, J. S., & Bishop, D. V. (2010). A longitudinal investigation of early reading and language skills in children with poor reading comprehension. Journal of Child Psychology and Psychiatry, 51(9), 1031-1039.
Norbury, C. F., & Bishop, D. V. M. (2003). Narrative skills of children with communication impairments. International Journal of Language and Communication Disorders, 38(3), 287–313.
Paul, R., Hernandez, R., Taylor, L., & Johnson, K. (1996). Narrative development in late talkers: Early school age. Journal of Speech, Language and Hearing Research, 39, 1295–1303.
Sénéchal, M., Pagan, S., Lever, R., & Ouellette, G. P. (2008). Relations among the frequency of shared reading and 4-year-old children’s vocabulary, morphological and syntax comprehension, and narrative skills. Early Education and Development, 19(1), 27-44.
Vandewalle, E., Boets, B., Boons, T., Ghesquière, P., & Zink, I. (2012). Oral language and narrative skills in children with specific language impairment with and without literacy delay: A three-year longitudinal study. Research in Developmental Disabilities, 33(6), 1857–1870.
Wiig, E. H., Semel, E., & Secord, W. A. (2013). Clinical evaluation of language fundamentals–Fifth edition (CELF-5). Bloomington, MN: NCS Pearson.
Wolter, J. A., Wood, A., & D’zatko, K. W. (2009). The influence of morphological awareness on the literacy development of first-grade children. Language, Speech, and Hearing Services in Schools, 40, 286–298.