The Effect of Syntax and Semantic in Reading Comprehension for Superior Students
Emad M. Al-Salameh, Al- Balqa' Applied University, Jordan.
Abstract
This study aims to investigate the effect of Syntax (passive & active), semantic (known and unknown) in reading comprehension for Superior Students. To fulfill this purpose, (160) Superior students were randomly chosen from the tenth grade. Students were divided into (4) groups. Two written short stories adopted for this purpose. The two stories were modified for structure & meaning. Moreover, other modifications were made among the two variables to include all possibilities.
Then, each group was shown both written stories with only one modification. All members of the study sample had to take a reading comprehension examination that included (55) multiple choice questions. The questions were designed to measure both levels of reading comprehension including the literal, interpretive. Results of the study may be summarized as follows: There was a statistically significant effect for Syntax (passive) in reading comprehension at literal & interpretive levels. And there was a statistically significant effect for dual interaction (Syntax * Semantic) in reading comprehension at literal level.