We examined the influence of the lexical and grammatical aspect of events on pronoun resolution in adults (18 to 23 years, N = 46), adolescents (13 to 14 years, N=66) and children (7 to 11 years, N=192). Participants were presented with 64 two-sentence stimuli: the first sentence described events with two same gender protagonists; the second began with a personal pronoun and described a status that could be attributed to either protagonist. Participants recorded to whom the pronoun referred, in a booklet. For all groups, Subject resolutions were more likely for events (a) without endpoints relative to those with endpoints, and (b) described as ongoing rather than completed, but this latter influence was restricted to events with endpoints for adults and adolescents. The findings provide support for the Event Structure Hypothesis of pronoun resolution (Rohde, Kehler & Elman, 2006) and provide new insights into the development of pronoun resolution.

Syntactic awareness has been linked to word reading and reading comprehension. The predictive power of two syntactic awareness tasks (grammatical correction, word-order correction) for both aspects of reading was explored in 8- and 10-year-olds. The relative contributions of vocabulary, grammatical knowledge, and memory to each were assessed. After vocabulary, memory explained variance on the word-order correction task; in contrast, grammatical knowledge explained performance on the grammatical correction task. The relation between syntactic awareness and reading comprehension was mediated by vocabulary, grammatical knowledge, and memory; in contrast, word reading and syntactic awareness shared unique variance not explained by these controls. The implications for how we measure syntactic awareness and its relation with reading ability are discussed.

Two studies investigating young readers' use of conjunctions are reported. In Study One, 145 eight- to ten-year-olds completed one of two narrative cloze tasks in which different types of conjunction were deleted. Performance for additive conjunctions was not affected by age in this study, but older children were more likely to select the target conjunction than were younger children for temporal, causal, and adversative terms. Performance was superior in the cloze task in which they were given a restricted choice of responses (three vs. seven). In Study Two, 35 eight- and nine-year-old good and poor comprehenders completed the three-choice cloze task. The poor comprehenders were less likely to select the target terms in general. Sentence-level comprehension skills did not account for their poor performance. The results indicate that understanding of the semantic relations expressed by conjunctions is still developing long after these terms are used correctly in children's speech. The findings are discussed in relation to the role of conjunctions in text comprehension.

This study investigated young children's ability to use narrative contexts to infer the meanings of novel vocabulary items. Two groups of 15 seven- to eight-year olds participated: children with normally developing reading comprehension skill and children with weak reading comprehension skill. The children read short stories containing a novel word and were required to produce a meaning for the novel word, both before and after its useful defining context. The proximity of the novel word to this context was manipulated. The results supported the hypothesis that children with weak reading comprehension skills are impaired in their ability to integrate information within a text, particularly when that information is non-adjacent and the processing demands are, therefore, high. Analysis of the error data revealed a similar pattern of types of errors for both groups: children with poor reading comprehension were not more likely to produce a thematically inappropriate response than their skilled peers.