Dr. LO Lap YanChik, Pakey Pui-manPakey Pui-manChikHo, Connie Suk-HanConnie Suk-HanHoYeung, Pui-szePui-szeYeungChan, David Wai-ockDavid Wai-ockChanChung, Kevin Kien-hoaKevin Kien-hoaChungLuan, HuiHuiLuanLau, Wendy Suet-yeeWendy Suet-yeeLau2017-11-232017-11-232012Reading and Writing: An Interdisciplinary Journal, Mar 2012, vol. 25(3), pp. 679-699.0922-47771573-0905http://hdl.handle.net/20.500.11861/4752The present study examined the role of syntactic skills for reading comprehension in Chinese. Two hundred and seventy-two Chinese children were tested on their phonological processing, orthographic, morphological, syntactic, and literacy skills at Grades 1 and 2. Hierarchical multiple regression results showed that syntactic skills, in terms of word order, connective usage, and knowledge of morphosyntactic structure (measured by an oral cloze task) in Grade 1, significantly predicted sentence reading comprehension in Grade 2 after controlling for the children’s age, IQ, and word level reading-related cognitive skills in Grade 1, and word reading in Grade 2. As in alphabetic languages, syntactic skills are essential for reading comprehension in Chinese. The unique roles of individual syntactic skills for understanding sentences in Chinese are discussed.enReading ComprehensionChineseSyntactic SkillsPeer Reviewed Journal Article10.1007/s11145-010-9293-4