Listening Text Comprehension in Preschoolers: A Longitudinal Study on the Role of Semantic Components

Autor/inn/en	Florit, Elena; Roch, Maja; Levorato, M. Chiara
Titel	Listening Text Comprehension in Preschoolers: A Longitudinal Study on the Role of Semantic Components
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 27 (2014) 5, S.793-817 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-013-9464-1
Schlagwörter	Longitudinal Studies; Semantics; Predictor Variables; Listening Comprehension; Correlation; Preschool Children; Expressive Language; Receptive Language; Word Recognition; Inferences; Short Term Memory; Verbal Ability; Path Analysis + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Semantik; Prädiktor; Hörverständnis; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rezeptive Kommunikationsfähigkeit; Worterkennung; Inference; Inferenz; Kurzzeitgedächtnis; Mündliche Leistung; Pfadanalyse
Abstract	A longitudinal study analyzed (a) which lower- and higher-level semantic components uniquely predicted listening text comprehension and (b) the nature of the relation (i.e., direct and indirect) between the predictors and listening text comprehension in preschoolers. One-hundred and fifty-two children participated in the present study (68 females; mean age = 4;10 years/months and 5;5 years/months at Time 1 and Time 2, respectively). Participants were administered measures to evaluate listening text comprehension (Time 1 and Time 2) and (a) expressive and receptive word knowledge (lower-level semantic components), and (b) inferential skills and the ability to use context (higher-level semantic components) (Time 1). Verbal short-term and working memory were also included as control variables. Data were analyzed using path analysis models. Results showed that both types of semantic components (a) accounted for unique variance in listening text comprehension at Time 2, with lower-level semantic components explaining a larger proportion of variance than higher-level semantic components; (b) were related to later listening text comprehension through direct and indirect relations. Memory resources did not significantly contribute to listening text comprehension. The results are discussed in light of their theoretical relevance and educational/practical implications. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10