This recently published study investigates the relation between children’s understanding of canonical and non-canonical sentences (presented in the spoken domain) and their general reading comprehension. These results demonstrate that, at least in the 5th grade, English-speaking children use their understanding of canonical sentences to springboard into reading for understanding. This study was conducted by Tamara Sorenson Duncan and her collaborators: Héléne Deacon, Catherine Mimeau and Nikita Crowell.

Read at Psychnet.