Direct and Mediated Effects of Language and Cognitive Skills on Comprehension or Oral Narrative Texts (Listening Comprehension) for Children

Autor/in	Kim, Young-Suk Grace
Titel	Direct and Mediated Effects of Language and Cognitive Skills on Comprehension or Oral Narrative Texts (Listening Comprehension) for Children
Quelle	141 (2016), S.101-120 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
Schlagwörter	Foreign Countries; Language Skills; Cognitive Ability; Oral Language; Listening Comprehension; Short Term Memory; Attention; Vocabulary; Grammar; Inferences; Theory of Mind; Grade 1; Elementary School Students; Predictor Variables; Structural Equation Models; Language Tests; Factor Analysis; Statistical Analysis; South Korea + Suchen Sie Ihr Suchwort? Ausland; Language skill; Sprachkompetenz; Denkfähigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Hörverständnis; Kurzzeitgedächtnis; Aufmerksamkeit; Wortschatz; Grammatik; Inference; Inferenz; School year 01; 1. Schuljahr; Schuljahr 01; Prädiktor; Language test; Sprachtest; Faktorenanalyse; Statistische Analyse; Korea; Republik
Abstract	We investigated component language and cognitive skills of oral language comprehension of narrative texts (i.e., listening comprehension). Using the construction--integration model of text comprehension as an overarching theoretical framework, we examined direct and mediated relations of foundational cognitive skills (working memory and attention), foundational language skills (vocabulary and grammatical knowledge), and higher-order cognitive skills (inference, theory of mind, and comprehension monitoring) to listening comprehension. A total of 201 first grade children in South Korea participated in the study. Structural equation modeling results showed that listening comprehension is directly predicted by working memory, grammatical knowledge, inference, and theory of mind and is indirectly predicted by attention, vocabulary, and comprehension monitoring. The total effects were 0.46 for working memory, 0.07 for attention, 0.30 for vocabulary, 0.49 for grammatical knowledge, 0.31 for inference, 0.52 for theory of mind, and 0.18 for comprehension monitoring. These results suggest that multiple language and cognitive skills make contributions to listening comprehension, and their contributions are both direct and indirect. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01