Relations between grammar and reading: a study of anaphor pronouns in lower secondary education

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review


This article will present a research project on linguistics and mother
tongue teaching. Based on several studies that have established a relation
between linguistic awareness and reading, namely between syntactic
awareness and reading comprehension (Bowey 1986, Bentin, Deutsch and
Liberman 1990, Costa 1991, Leal and Roazzi 1999, Gaux and Gombert
1999, Nation and Snowling 2000, Mokhtari and Thompson 2006), this
study aims to investigate the benefits that explicit teaching of some
syntactic structures, including anaphor pronouns, may bring regarding an
improvement in reading comprehension in the mother tongue. Two groups
of students will be compared in terms of their reading comprehension
ability, with only one of the groups receiving explicit teaching of the
syntactic structures being studied, based on a discovery-learning method
(Hudson 1992), and will be taught strategies to use this grammatical
knowledge to solve problems which occur during reading comprehension
(Costa et al. 2010). Some teaching activities with anaphor pronouns and
the first results from a pre-test with students in lower secondary education
will be presented.
Original languageEnglish
Title of host publicationFrom Language to Discourse
Subtitle of host publicationSelected Papers of VII Linguistic Sharing Forum
EditorsClara Nunes Correia, Camile Tanto, Larysa Shotropa, Lúcia Cunha, Noémia Jorge
PublisherCambridge scholars
Number of pages22
ISBN (Print)978-1-4438-5691-1
Publication statusPublished - Jun 2014
Event6th and 7th Linguistics Sharing Forums - Lisboa, Portugal
Duration: 25 Nov 201125 Nov 2012


Conference6th and 7th Linguistics Sharing Forums


  • Reading
  • Syntactic awareness
  • Anaphor pronouns


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