Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression: Related yet Unique Language Systems in Grades 1, 3, 5, and 7

Autor/inn/en	Berninger, Virginia W.; Abbott, Robert D.
Titel	Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression: Related yet Unique Language Systems in Grades 1, 3, 5, and 7
Quelle	In: Journal of Educational Psychology, 102 (2010) 3, S. 635-651Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0019319
Schlagwörter	Forschungsbericht; Reading Comprehension; Listening Comprehension; Speech Communication; Gifted; General Education; Special Education; Human Body; Factor Analysis; Multiple Regression Analysis; Language Skills; Individual Differences; Regular and Special Education Relationship; Hypothesis Testing; Feedback (Response); Language Acquisition; Written Language; Literacy; Psychometrics; United States + Suchen Sie Ihr Suchwort? Leseverstehen; Hörverständnis; Begabter, Hoch Begabter; Allgemein bildendes Schulwesen; Allgemeinbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Menschlicher Körper; Faktorenanalyse; Language skill; Sprachkompetenz; Individueller Unterschied; Hypothesenprüfung; Hypothesentest; Sprachaneignung; Spracherwerb; Geschriebene Sprache; Alphabetisierung; Schreib- und Lesefähigkeit; Psychometry; Psychometrie; USA
Abstract	Age-normed tests of listening comprehension, oral expression, reading comprehension, and written expression were administered in Grades 1 (n = 128), 3, and 5, or 3 (n = 113), 5, and 7. Confirmatory factor analyses compared 1- and 4-factor models at each grade level and supported a 4-factor model of language by ear, mouth, eye, and hand. Multiple regressions identified which of the 3 other language skills explained unique variance in each of the 4 language skill outcomes and provided additional evidence that language is not a single skill. Individuals' ipsative scores (amount that the standard score for age on each language measure deviated from individual's mean for all 4 measures) showed that 25% to 30% of individuals showed relative strengths or weaknesses ([plus or minus]1 SD) in specific language skills, but only 7% were stable across Grades 3 and 5. Findings are discussed in reference to (a) theoretical implications for idea comprehension and expression via language by ear, mouth, eye, and hand; and (b) educational applications of observed developmental and individual differences for general, special, and gifted education. (Contains 2 footnotes and 12 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10