Academic Language and Listening Comprehension--Two Sides of the Same Coin? An Empirical Examination of Their Dimensionality, Relations to Reading Comprehension, and Assessment Modality

Autor/inn/en	Kim, Young-Suk Grace; Petscher, Yaacov; Uccelli, Paola; Kelcey, Benjamin
Titel	Academic Language and Listening Comprehension--Two Sides of the Same Coin? An Empirical Examination of Their Dimensionality, Relations to Reading Comprehension, and Assessment Modality
Quelle	In: Journal of Educational Psychology, 112 (2020) 7, S.1367-1387 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Young-Suk Grace) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000430
Schlagwörter	Academic Language; Listening Comprehension; Reading Comprehension; Elementary School Students; Grade 2; Oral Language; Reading Skills; Listening Comprehension Tests; Word Recognition; Reading Tests; Achievement Tests; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Hörverständnis; Leseverstehen; School year 02; 2. Schuljahr; Schuljahr 02; Oral interpretation; Mündlicher Sprachgebrauch; Reading skill; Lesefertigkeit; Hörverstehensübung; Worterkennung; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Two widely studied language skills in relation to reading comprehension are listening comprehension skill and academic language proficiency. Although their constituent skills and theoretical accounts of how they are related to reading comprehension share a large overlap, they have been studied in separate lines of work. In this study, we investigated the dimensionality of listening comprehension and academic language proficiency tasks, their relations to reading comprehension, and the impact of assessment modality (reading vs. oral language) of academic language proficiency, using data from children in Grade 2 (N = 350). Two cohorts of children from the same schools were assessed on the same set of listening comprehension, word reading, reading comprehension, and academic language tasks. Whereas the first three constructs were assessed in identical manner across the 2 cohorts, academic language tasks were assessed in different modalities (1 cohort in a reading context and the other cohort in an oral language context). Academic language proficiency and listening comprehension skill tasks were best described as having a general oral language construct that captured common variance among all the tasks as well as having specific residual factors. Students' average performance on academic language tasks was lower in the reading context, wherein students' reading skill was also captured beyond the academic "language" proficiency. Across assessment modalities, it was the general oral language construct, not the specific factors, that was reliable, and consistently and most dominantly related to reading comprehension after accounting for word reading. [For the corresponding grantee submission, see ED602242.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01