Why Reading Teachers Need More Focus on Syntax

We all know phonics matters, and the ability to decode words is indeed the critical first step towards literacy; however, it is only the first step. Understanding syntax and structure is what unlocks the meaning of the decoded words. Experts note that “syntax and sentence structure concepts, like phonics, should be taught in an explicit and systematic manner” (Moats, 2020). Syntax isn’t optional; it’s foundational. However, to teach syntax well, teachers need strong metalinguistic knowledge—the ability to think about, analyze, and talk about how language works. Why? Because sentence structure directly shapes meaning.

Many teachers struggle to explain differences in sentences that look similar but function differently. When teachers can confidently use metalinguistic language, students begin to internalize the nuances needed for deep comprehension.

Some Examples that Commonly Trip up Teachers

Example A: Active Verbs vs. Passive Verbs

1. Puppies destroy books.

Puppies is the subject. The verb destroy is transitive active, and transitive active verbs transfer the action, so book is the direct object.

2. The book was destroyed by the puppies.

Book is now the subject. The verb is was destroyed' is transitive passive, shifting the focus and eliminating a direct object.

These are not minor details. The first sentence might have come from a picture book about cute, young puppies and the havoc they can wreak when left alone. The second sentence might come from a story about an ancient book borrowed from the library that was accidentally left where the puppies could reach it. Teachers often tell students to “avoid the passive voice,” yet many are not equipped to explain what that actually means. Clear graphic organizers can help students visualize the differences in sentence structure. 

Example B: Active Verbs vs. Linking Verbs

3. The boy tasted the lemon.

Boy is the subject. The verb tasted is a transitive active verb. The boy is “doing” the action, which is then transferred to someone or something. So, in this sentence, lemon is the direct object.

4. The lemon tasted sour. 

Lemon is now the subject. In this sentence, the verb tasted is a linking verb; there is NO action happening. Rather, the subject’s state of being is described by the adjective sour, which is called a predicate adjective.

These are not minor details either. Many teachers in the early elementary grades simply define a verb as an action word. Yet that definition leaves students confused when they come across linking verbs (which are everywhere in English). In the first sentence, since the subject “is doing” the action of “tasting”, it is a transitive active verb, making 'lemon' the direct object. In the second example, tasted is still the verb, but there is NO action; the lemon is not doing anything. Rather, it is in the “state of being” sour, which is an adjective describing the lemon. In this case, graphic organizers can also help.

Research is clear

There is a “clear connection between syntactic comprehension and reading comprehension” (MacKay & Lynch, 2021). So, when teachers focus on metalinguistics, consistently identify subjects, verbs (active, passive, linking), and explain the significance of word order, they help students unlock meaning—and move beyond decoding.