Mads Poulsen
Biographic Data
| ID | 3839406 |
|---|---|
| NAME | Mads Poulsen |
| GIVEN NAMES | Mads |
| FAMILY NAME | Poulsen |
| SIGNATURE | POULSEN M |
| AFFILIATIONS | University of Copenhagen |
| ORCID | 0000-0001-6573-6332 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Syntactic Comprehension—A Separate Source of Individual Variance in Middle‐School Children's Reading Comprehension
The present study examined whether syntactic comprehension constitutes a source of individual differences separate from vocabulary and of relevance to reading comprehension. One hundred and sixty‐one Danish Grade 6 students completed multiple tests of syntactic comprehension, vocabulary, decoding, and reading comprehension. Syntax measures were designed to isolate syntactic skills. Syntax and vocabulary measures included expressive and receptive …
What's format got to do with it? A comparison of three syntactic comprehension measures
Background Studies of syntactic comprehension and reading comprehension use a wide range of syntactic comprehension tests that vary considerably in format. The goal of this study was to examine to which extent different formats of syntactic comprehension tests measure the same construct. Methods Sixty‐nine Grade 4 students completed multiple tests of decoding, vocabulary, fluid‐reasoning skill, reading comprehension and three tests of syntactic c…
A national test of dyslexia
Different definitions and tests of dyslexia can cause unfairness and make life difficult for people with dyslexia as well as for the professionals. In 2012, the Danish government decided to support the fight against dyslexia. The government issued a public tender for the development of “a standardized, electronically administered test of dyslexia for use [...] from primary Grade 3 and up through all educational levels to 5-year university educati…
Remembering sentences is not all about memory
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.…
Cue conflicts in context
When learning their first language, children develop strategies for assigning semantic roles to sentence structures, depending on morphosyntactic cues such as case and word order. Traditionally, comprehension experiments have presented transitive clauses in isolation, and cross-linguistically children have been found to misinterpret object-first constructions by following a word-order strategy (Chan, Lieven & Tomasello, 2009; Dittmar, Abbot-Smith…
Context Improves Comprehension of Fronted Objects
Acceptability and processing of long-distance dependencies in Danish
Long-distance dependencies have been the object of much theoretical interest in the Scandinavian languages and in general, but the empirical foundation for theorizing has been limited. The present paper investigates extraction from complement and adverbial clauses in Danish using acceptability judgment and reading-time measures. Extraction from adverbial clauses was found to be rated near the bottom of the scale and to be associated with a proces…
Acceptability and processing of long-distance dependencies in Danish
Long-distance dependencies have been the object of much theoretical interest in the Scandinavian languages and in general, but the empirical foundation for theorizing has been limited. The present paper investigates extraction from complement and adverbial clauses in Danish using acceptability judgment and reading-time measures. Extraction from adverbial clauses was found to be rated near the bottom of the scale and to be associated with a proces…
Context Improves Comprehension of Fronted Objects
Cue conflicts in context
When learning their first language, children develop strategies for assigning semantic roles to sentence structures, depending on morphosyntactic cues such as case and word order. Traditionally, comprehension experiments have presented transitive clauses in isolation, and cross-linguistically children have been found to misinterpret object-first constructions by following a word-order strategy (Chan, Lieven & Tomasello, 2009; Dittmar, Abbot-Smith…
Remembering sentences is not all about memory
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.…
A national test of dyslexia
Different definitions and tests of dyslexia can cause unfairness and make life difficult for people with dyslexia as well as for the professionals. In 2012, the Danish government decided to support the fight against dyslexia. The government issued a public tender for the development of “a standardized, electronically administered test of dyslexia for use [...] from primary Grade 3 and up through all educational levels to 5-year university educati…
What's format got to do with it? A comparison of three syntactic comprehension measures
Background Studies of syntactic comprehension and reading comprehension use a wide range of syntactic comprehension tests that vary considerably in format. The goal of this study was to examine to which extent different formats of syntactic comprehension tests measure the same construct. Methods Sixty‐nine Grade 4 students completed multiple tests of decoding, vocabulary, fluid‐reasoning skill, reading comprehension and three tests of syntactic c…
Syntactic Comprehension—A Separate Source of Individual Variance in Middle‐School Children's Reading Comprehension
The present study examined whether syntactic comprehension constitutes a source of individual differences separate from vocabulary and of relevance to reading comprehension. One hundred and sixty‐one Danish Grade 6 students completed multiple tests of syntactic comprehension, vocabulary, decoding, and reading comprehension. Syntax measures were designed to isolate syntactic skills. Syntax and vocabulary measures included expressive and receptive …
Linguistics (7 works) · Neurobiology of Language and Bilingualism (7 works) · Psychology (7 works) · Reading and Literacy Development (5 works) · Reading comprehension (5 works) · Comprehension (4 works) · Cognitive psychology (3 works) · Philosophy (3 works) · Reading (process) (3 works) · Syntax (3 works)