Grammaticality judgments and reading skill in grade 2.

Do the language problems associated with reading disability extend to sentence-level knowledge? If so, how should these problems be characterized? In this study, second graders were presented with two different oral syntactic tasks, equivalent in grammatical complexity, but varying in the actual task demands placed upon the reader. In theJudgment task, subjects were asked to distinguish between grammatical and ungrammatical sentences; in theCorrection task, subjects were asked to remedy violations of grammaticality. Performance on these sentence-level tasks was, in turn, examined in relation to reading scores, memory span, and metaphonological skill. The Judgment task revealed a wide range of ability among second-graders, and scores were systematically affected by the syntactic nature of the violation. However, performance on Judgment was not associated with reading ability or metaphonological skill, and scores were minimally affected by short-term memory factors. Mean scores on the Correction task were comparable to those achieved in the Judgment task and were also systematically affected by syntactic factors. However, performance on Correction was strongly associated with reading ability and metaphonological skill, and was greatly affected by short-term memory factors. These results suggest that reading disability does not reflect problems in basic syntactic knowledge. Instead, sentence-level problems that have been observed in less-skilled readers may be caused by the nonlinguistic processing demands of the syntactic measures typically employed.