Recent studies have found correlations between sentence-level tests and reading comprehension. However, the task demands of sentence-level tests are not well understood. The present study investigated syntactic knowledge as a construct by examining the convergent and discriminant validity of two sentence-level tasks, sentence comprehension and sentence repetition, designed to test syntactic knowledge and their relation with reading comprehension. Results from 86 Grade 6 students showed that the syntax tests were more highly correlated with each other than with tests of working memory and vocabulary. This suggests that the syntax measures tap into a set of skills that are at least partially separate from these other cognitive constructs. Furthermore, syntactic knowledge explained unique variance in reading comprehension beyond controls. The syntax tasks were working memory dependent, but working memory was not the primary reason why syntax tasks are correlated with reading comprehension.

中文翻译：

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记住句子不仅仅是记忆：句法知识的收敛和判别有效性及其与阅读理解的关系

最近的研究发现句子水平测试和阅读理解之间存在相关性。然而，句子级测试的任务要求并没有得到很好的理解。本研究通过检查句子理解和句子重复这两个句子级任务的收敛和区分有效性来调查句法知识，旨在测试句法知识及其与阅读理解的关系。来自 86 名 6 年级学生的结果表明，语法测试之间的相关性高于工作记忆和词汇测试。这表明句法测量利用了一组技能，这些技能至少部分地与这些其他认知结构分开。此外，句法知识解释了超出控制范围的阅读理解的独特差异。