Η συντακτική επίγνωση σε μαθητές Δ’ – ΣΤ’ δημοτικού: μια διερευνητική μελέτη

Abstract

This study combines quantitative assessment methods with an analysis of the errors. It explores the syntactic awareness of pupils in the last three grades of Primary School with and without Learning Disabilities. Specifically, two types of research examined the stage of the development of the syntactic awareness of pupils. They assessed the sentences’ syntactic ability and text syntactic ability of 198 pupils with tests of the simple words put together to make sentences, the sentences’ composition, the sentences’ sequence, and the text restructure. In the first study participated 89 pupils, 22 with high school performance and 67 with Learning Disabilities. The second study participated, 109 pupils, 34 with high school performance, 50 with medium, and 25 with low performance. This study aimed to contribute new data on the syntactic awareness of Primary School pupils in the last three grades. To establish any grading in its development according to the learners' learning level, age, and educational needs. The pupil’s performance seems to affect by types of tasks, the pupils’ learning level, and their age. The text restructure test was more difficult for all pupils. Also, the pupils with Learning Disabilities and low school performance and the fourth-grade pupils had the lower score. The analysis of errors demonstrates restrictions and deficits in the composition and proper sequence of sentences, the tense of verbs, and the agreement of terms in the sentences. Based on these findings, the study discusses the stage of syntactic awareness development of each group of pupils and the factors that influenced their performance. Also, it discusses the degree of difficulty of each test depending on the mechanisms that are activated. Finally, it discusses the different growth rates in the syntactic ability of pupils with Learning Disabilities and low performance.